ALEX Resources

   View Standards     Standard(s): [ELA2015] (2) 36 :

36 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2]

a. Capitalize holidays, product names, and geographic names. [L.2.2a]

b. Use commas in greetings and closings of letters. [L.2.2b]

c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c]

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d]

e. Form uppercase and lowercase letters in cursive. (Alabama)

f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e]

[SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

[SS2010] LWT2 (2) 3 :

3 ) Use various primary sources, including calendars and timelines, for reconstructing the past.

Examples: historical letters, stories, interviews with elders, photographs, maps, artifacts

[SS2010] LWT2 (2) 9 :

9 ) Describe how and why people from various cultures immigrate to the United States.

Examples: how—ships, planes, automobiles

why—improved quality of life, family connections, disasters

•  Describing the importance of cultural unity and diversity within and across groups

[DLIT] (2) 5 :

R5) Locate and curate information from digital sources to answer research questions.

This interactive website allows students to relive part of the journey to America on board of the Mayflower. The website provides pictures and details concerning hardships that were faced in and outside the vessel. Students can also tour the ship and locate up to 7 rooms the Mayflower offered.

   View Standards     Standard(s): [SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

In this reading passage, students will read about the way people dressed in the past. Long ago, the United States was new. The early Americans made their own clothes. They had to sew them by hand.

A vocabulary activity and question set are included with the reading passage. 

   View Standards     Standard(s): [SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

In this video from PBSLearningMedia, students learn exploring our world is fun. Abby Brown loves to help kids have fun while learning. In this segment, Abby teaches kids about many types of transportation and how people and things get from one place to another. Sometimes, transportation is just for fun.

   View Standards     Standard(s): [SS2010] LWT (0) 6 :

6 ) Compare cultural similarities and differences in individuals, families, and communities.

Examples: celebrations, food, traditions

[SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

In this video from PBSLearningMedia, students explore Alaska Native culture and the importance of dog sledding in the 11-minute animated story "Tooey's Hero" from the PBS KIDS series MOLLY OF DENALI™. (Move the cursor over the video progress bar to locate the story at 14:00.) Tooey, an aspiring dog musher, is excited to meet his hero, champion racer, and philanthropist Eugene Pike, who is dogsledding to Qyah. Molly and Tooey track his progress using a map and Pike's video blog—two types of informational text—and realize they must act quickly to warn Pike about warming ice conditions. Can they find him in time so that he can finish recreating the historic Great Mail Race?

   View Standards     Standard(s): [SS2010] LWT (0) 6 :

6 ) Compare cultural similarities and differences in individuals, families, and communities.

Examples: celebrations, food, traditions

[SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

[SS2010] LWT2 (2) 10 :

10 ) Identify ways people throughout the country are affected by their human and physical environments.

Examples: land use, housing, occupation

•  Comparing physical features of regions throughout the United States

Example: differences in a desert environment, a tropical rain forest, and a polar region

•  Identifying positive and negative ways people affect the environment

Examples: positive—restocking fish in lakes, reforesting cleared land

negative—polluting water, littering roadways, eroding soil

•  Recognizing benefits of recreation and tourism at state and national parks (Alabama)

In this video from PBSLearningMedia, students explore Alaska Native culture and values using "First Fish," an 11-minute animated story from the PBS KIDS series MOLLY OF DENALI™. (Move the cursor over the video progress bar to locate the story at 01:00.) Before Molly catches her first fish, a childhood milestone that is as important today as it was in the past, she researches facts about salmon to help her. When Molly finally succeeds, she follows the tradition of honoring one's elders by offering her prized catch to Grandpa Nat. As students examine values, such as sharing with others and respecting elders, they learn social-emotional skills as well as the importance in Alaska Native culture of connecting to all living things.

   View Standards     Standard(s): [SS2010] LWT (0) 6 :

6 ) Compare cultural similarities and differences in individuals, families, and communities.

Examples: celebrations, food, traditions

[SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

In this video from PBSLearningMedia, explore Alaska Native history and culture using the 11-minute story "Grandpa's Drum" in this episode from the PBS KIDS series MOLLY OF DENALI™. (Move the cursor over the video progress bar to locate the story at 01:00.) An old photograph sends Molly and friend Tooey on a mission to find out why Grandpa Nat no longer sings or plays his drum. As they uncover Grandpa's past, using visual clues and the internet, they understand more about their own heritage and the importance of cultural identity. As students explore the importance of diverse cultures and honoring traditions, as well as Alaska Native lives then and now, they also learn about finding and using informational texts.

   View Standards     Standard(s): [SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

[SS2010] LWT1 (1) 6 :

6 ) Compare ways individuals and groups in the local community and state lived in the past to how they live today. (Alabama)

•  Identifying past and present forms of communication

Examples: past—letter, radio, rotary-dial telephone

present—e-mail, television, cellular telephone

•  Identifying past and present types of apparel

•  Identifying past and present types of technology

Examples: past—record player, typewriter, wood-burning stove

present—compact diskette (CD) and digital video diskette (DVD) players, video cassette recorder (VCR), computer, microwave oven

•  Identifying past and present types of recreation

Examples: past—marbles, hopscotch, jump rope

present—video games, computer games

•  Identifying past and present primary sources

Examples: past—letters, newspapers

present—e-mail, Internet articles

This classroom resource from Epic! is a book that traces the development of inventions in communication technology – from the earliest steps to our current technology. This book can be used to introduce a lesson on describing families and communities of the past and identifying ways everyday life has changed.

Note: You will need to create a free account to access this resource.

   View Standards     Standard(s): [SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

[SS2010] LWT1 (1) 6 :

6 ) Compare ways individuals and groups in the local community and state lived in the past to how they live today. (Alabama)

•  Identifying past and present forms of communication

Examples: past—letter, radio, rotary-dial telephone

present—e-mail, television, cellular telephone

•  Identifying past and present types of apparel

•  Identifying past and present types of technology

Examples: past—record player, typewriter, wood-burning stove

present—compact diskette (CD) and digital video diskette (DVD) players, video cassette recorder (VCR), computer, microwave oven

•  Identifying past and present types of recreation

Examples: past—marbles, hopscotch, jump rope

present—video games, computer games

•  Identifying past and present primary sources

Examples: past—letters, newspapers

present—e-mail, Internet articles

In this learning activity, students will hear the story of John Bull, one of the first locomotives in the United States and compare transportation from the past to today's transportation. A video of John Bull is included along with web links to other activities.

   View Standards     Standard(s): [ELA2015] (0) 1 :

1 ) With prompting and support, ask and answer questions about key details in a text. [RL.K.1]

a. Make predictions to determine main idea and anticipate an ending. (Alabama)

[ELA2015] (1) 1 :

1 ) Ask and answer questions about key details in a text. [RL.1.1]

a. Make predictions from text clues. (Alabama)

[ELA2015] (2) 1 :

1 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RL.2.1]

a. Infer the main idea and supporting details in narrative texts. (Alabama)

[ELA2015] (3) 1 :

1 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]

[ELA2015] (4) 3 :

3 ) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3]

[SS2010] LWT (0) 2 :

2 ) Identify rights and responsibilities of citizens within the family, classroom, school, and community.

Examples: taking care of personal belongings and respecting the property of others, following rules and recognizing consequences of breaking rules, taking responsibility for assigned duties

[SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

[SS2010] LWT1 (1) 2 :

2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property

•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state

•  Demonstrating voting as a way of making choices and decisions

[SS2010] ALA (4) 14 :

14 ) Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama.

•  Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr.; George C. Wallace; Rosa Parks; Fred Shuttlesworth; John Lewis; Malcolm X; Thurgood Marshall; Hugo Black; and Ralph David Abernathy

•  Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March

•  Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954

•  Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights

This activity can be used in conjunction with the book, Freedom on the Menu by Carole Boston. Through the activity, students will gather information about the Greensboro Woolworth Lunch Counter sit-in and how it was related to the Civil Rights Movement. The activity includes links to other resources.

   View Standards     Standard(s): [SS2010] LWT (0) 12 :

12 ) Describe families and communities of the past, including jobs, education, transportation, communication, and recreation.

•  Identifying ways everyday life has both changed and remained the same

[SS2010] ALA (4) 6 :

6 ) Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Examples: cultural—housing, education, religion, recreation

economic—transportation, means of support

political—inequity of legal codes

•  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys

This is a collection of images of steamboats, artifacts, and articles about transportation and changes in transportation in the early nineteenth century.