ALEX Resources

   View Standards     Standard(s): [ELA2015] (11) 1 :

1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]

[ELA2015] (11) 10 :

10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]

[ELA2015] (11) 25 :

25 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]

[ELA2015] (11) 29 :

29 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.11-12.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.11-12.1a]

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [SL.11-12.1b]

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. [SL.11-12.1c]

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. [SL.11-12.1d]

[SS2010] US11 (11) 4 :

4 ) Describe causes, events, and the impact of military involvement of the United States in World War I, including mobilization and economic and political changes. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Identifying the role of militarism, alliances, imperialism, and nationalism in World War I

•  Explaining controversies over the Treaty of Versailles of 1919, Woodrow Wilson's Fourteen Points, and the League of Nations

•  Explaining how the Treaty of Versailles led to worsening economic and political conditions in Europe, including greater opportunities for the rise of fascist states in Germany, Italy, and Spain

•  Comparing short- and long-term effects of changing boundaries in pre- and post-World War I in Europe and the Middle East, leading to the creation of new countries

[SS2010] US11 (11) 10 :

10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)

Students will examine and evaluate both college and high school students' support of and involvement in the World Wars. Students will research both photographic and textual resources in order to produce factual information about how students reacted to World Wars 1 and 2. This lesson will culminate in a student-driven Socratic Seminar style discussion which will allow the students to verbally articulate their findings from the resources provided.

This lesson was created in partnership with the Alabama Department of Archives and History.

   View Standards     Standard(s): [ELA2015] (11) 6 :

6 ) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). [RL.11-12.6]

[SS2010] US11 (11) 10 :

10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)

This learning activity uses a video of Dr. Seuss' satirical story of segregation and discrimination. The overall message is presented in the form of a cartoon that magnifies the ideas of identity and differences.  This activity requires students to analyze a case in which the author uses both directly stated and implied ideas to make a point. 

This activity was created as a result of the ALEX Resource Development Summit.

   View Standards     Standard(s): [SS2010] US11 (11) 10 :

10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)

In this video from PBSLearningMedia, John Green teaches students about World War II, as it was lived on the homefront. You'll learn about how the war changed the country as a whole and changed how Americans thought about their country. John talks about the government control of war production and how the war probably helped to end the Great Depression. Broader implementation of the income tax, the growth of large corporations, and the development of the West Coast as a manufacturing center were also results of the war. The war positively changed the roles of women and African Americans, but it was pretty terrible for the Japanese Americans who were interned in camps. In short, World War II changed America's role in the world, changed American life at home, and eventually spawned the History Channel. 

   View Standards     Standard(s): [SS2010] ALA (4) 13 :

13 ) Describe the economic and social impact of World War II on Alabamians, including entry of women into the workforce, increase in job opportunities, rationing, utilization of Alabama's military installations, military recruitment, the draft, and a rise in racial consciousness.

•  Recognizing Alabama participants in World War II, including the Tuskegee Airmen and women in the military

•  Justifying the strategic placement of military bases in Alabama, including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base

[SS2010] US11 (11) 10 :

10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)

This is a collection of videos, articles, photographs, and activities for students to explore the Tuskegee Airmen.  

   View Standards     Standard(s): [SS2010] US11 (11) 10 :

10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)

In this lesson, students will be divided into groups and pretend to be a family being relocated to an internment camp.  They will read from the online exhibit A More Perfect Union and make decisions about what they will take with them to the camp.  After discussing with their groups, students will visit the "Reflections" section and write a response to at least one of the topics.

   View Standards     Standard(s): [SS2010] US11 (11) 9 :

9 ) Describe the significance of major battles, events, and consequences of World War II campaigns, including North Africa, Midway, Normandy, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam Conferences. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Locating on a map or globe the major battles of World War II and the extent of the Allied and Axis territorial expansion

•  Describing military strategies of World War II, including blitzkrieg, island-hopping, and amphibious landings

•  Explaining reasons for and results of dropping atomic bombs on Japan

•  Explaining events and consequences of war crimes committed during World War II, including the Holocaust, the Bataan Death March, the Nuremberg Trials, the post-war Universal Declaration of Human Rights, and the Genocide Convention

[SS2010] US11 (11) 10 :

10 ) Describe the impact of World War II on the lives of American citizens, including wartime economic measures, population shifts, growth in the middle class, growth of industrialization, advancements in science and technology, increased wealth in the African-American community, racial and ethnic tensions, Servicemen's Readjustment Act of 1944 (G. I. Bill of Rights), and desegregation of the military. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Alabama's participation in World War II, including the role of the Tuskegee Airmen, the Aliceville Prisoner of War (POW) camp, growth of the Port of Mobile, production of Birmingham steel, and the establishment of military bases (Alabama)

In this learning activity, students investigate the economic and military factors that caused the United States to be on the winning side during World War II. Students will examine the impact of entry into World War II on American society. Additional resources are available under Download PDF or DOC including a video, war posters, and World War II statistics.