Learning Resource Type

Lesson Plan

Pros and Cons - Picture Perfect Capitol for Alabama

Subject Area

Social Studies

Grade(s)

3, 4

Overview

Pictures of Alabama State Capitols are provided in this lesson to give students the opportunity to research information that could help them to give their point of view. It will be up to the students to provide further information about the pictures. This will start a conversation about the best location for a capital city and its capitol building.

This lesson was created as part of the Alabama Bicentennial Commission’s Curriculum Development Project.

    Social Studies (2010) Grade(s): 3

    SS10.3.11

    Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

    Unpacked Content

    UP:SS10.3.11

    Vocabulary

    • interpret
    • legends
    • stories
    • songs
    • contributed
    • development
    • cultural history
    • tall tales
    • folk heroes

    Knowledge

    Students know:

    • The purpose and essential elements of legends, stories, and songs.
    • Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes.
    • Vocabulary: legends, stories, songs, cultural history.

    Skills

    Students are able to:

    • Interpret legends, stories, and songs.
    • Identify the purpose and essential elements of legends, stories, and songs.
    • Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States.

    Understanding

    Students understand that:

    • There are legends, stories, and songs that have contributed to the development of the cultural history of the United States.
    Social Studies (2010) Grade(s): 4

    SS10.4.5

    Describe Alabama’s entry into statehood and establishment of its three branches of government and the constitutions.

    Unpacked Content

    UP:SS10.4.5

    Vocabulary

    • legislative
    • executive
    • judicial
    • constitution
    • senate
    • congress
    • house of representatives
    • governor
    • checks and balances
    • capital
    • capitol

    Knowledge

    Students know:
    • Alabama has had six different constitutions. Alabama has three branches of Government: Executive, Legislative, Judicial.
    • The reasons why Alabama has had five different capitals.
    • The roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker.
    • What the U.S. Constitution and the Northwest Territory require of a territory to become a state.
    • The history of early settlements in Alabama and the cession of Indian lands.
    • What it means to have a republican form of government.

    Skills

    The students are able to:
    • Analyze Alabama's entry into statehood.
    • Identify and differentiate the roles of the three branches of government.
    • Compare and contrast Alabama's constitutions.
    • Explain political and geographic reasons for changes in location of Alabama's state capital.
    • Recognize roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker.

    Understanding

    Students understand that:
    • Many prominent people were involved in Alabama's entry into statehood and that our government was designed in a way that allowed a system of checks and balances to be in place.

    Primary Learning Objectives

    Students should be able to use a map of Alabama to identify the locations of its various capitals.

    Students should be able to differentiate the meanings of capital and capitol.

    Students should be able to determine the correct usage and meanings of capitol and capital.

    Additional Learning Objective(s)

    Students should be able to explain what caused the state to change the capital city from one location to the other using supporting ideas with details and examples. (RI.3.3) 

    Students should use point of view to interpret or describe the value of the design of the capitol. (RL.3.6)

    Students should be able to make a timeline of the changes of capitals in Alabama and compare each design of the capitol buildings.

    Students should justify their point of view in a debate on the topic--Pros and Cons of Choosing the Location of the State of Alabama Capitol.

    Students should identify reasons why Washington, D.C. was chosen as the capital of the United States. Students should use this premise to analyze why the capital of Alabama changed.

    Students should be able to compare former capitals to the capital of today.

    Procedures/Activities

    Essential Question: What is the best location for an Alabama State capital city and capitol building?

    Before Strategy:

    Teach the Vocabulary - capital and capitol by using the chart created with the term and definition. 

    Show the students a United States map.

    Have students locate Washington, D.C. on the map.

    Ask students why they think Washington, D.C. was chosen as the capital of the United States.

    Tell them they are right if they say it is because at the time it was chosen as the national capital Washington, D.C. was a central location for the 13 original colonies. Explain that Washington, D.C. is not a central location now because there are many more states.

    If students do not recognize this, allow students to trace or highlight the 13 original colonies on a map on the interactive whiteboard or a wall map. (See attached 1826 U.S. Map.)

    Tell students that they will have the opportunity to debate if the capital city and capitol building of Alabama are in the best place or if there was a better location used in the past. 

    During Strategy:

    Attachments are provided for teachers and students. Download attachments prior to teaching the lesson.

    Give students pictures of capitol buildings or show pictures on the interactive whiteboard. 

    Give students a map of Alabama, have a wall map, or have a map displayed on the interactive whiteboard. 

    Have students highlight, circle, or underline locations where Alabama's capital has been located, including the current capital of Montgomery.

    Have students label the pictures of the capitol buildings with their county and the time the capitol building was in the capital city of Alabama. (See attachments for pictures of capitol buildings.)

    Have students give their point of view as to why a capital would change from one city to another. The teacher should record student answers on a chart or interactive whiteboard.

    Students should jot down notes in their journals or on the side of the picture.

    Divide students into small, manageable groups and give each group a picture of a capitol.  

    Tell students to find as much information as possible to assist them in giving a reason why a capital city or capitol building of Alabama should remain in Montgomery or be changed to a different location.

    Students should create entries in their journals of facts and opinions of their group members. Inform students that journal notes will be used as an assessment. Students should have important dates of when capitol building and their capital cities were used and then removed. Tell students they will be constructing a timeline with these important dates to be used as an assessment.

    After Strategy:

    After a reasonable amount of time, reconvene.

    Whole Group:  Students share what they think about each capitol building and its location. Students should be able to place the picture of each capitol building on a timeline/sequence showing when a county was used as a capital city of Alabama.

    Students will use facts and opinions gathered in their groups to debate their points of view.

    Lastly, the students should have an opportunity to write their individual points of view after working in groups/debating in groups. (Independent assessment)


    Essential Question: What is the best location for an Alabama State capital city and capitol building?

    Before Strategy:

    Teach the Vocabulary - capital and capitol by using the chart created with the term and definition. 

    Show the students a United States map.

    Have students locate Washington, D.C. on the map.

    Ask students why they think Washington, D.C. was chosen as the capital of the United States.

    Tell them they are right if they say it is because at the time it was chosen as the national capital Washington, D.C. was a central location for the 13 original colonies. Explain that Washington, D.C. is not a central location now because there are many more states.

    If students do not recognize this, allow students to trace or highlight the 13 original colonies on a map on the interactive whiteboard or a wall map. (See attached 1826 U.S. Map.)

    Tell students that they will have the opportunity to debate if the capital city and capitol building of Alabama are in the best place or if there was a better location used in the past. 

    During Strategy:

    Attachments are provided for teachers and students. Download attachments prior to teaching the lesson.

    Give students pictures of capitol buildings or show pictures on the interactive whiteboard. 

    Give students a map of Alabama, have a wall map, or have a map displayed on the interactive whiteboard. 

    Have students highlight, circle, or underline locations where Alabama's capital has been located, including the current capital of Montgomery.

    Have students label the pictures of the capitol buildings with their county and the time the capitol building was in the capital city of Alabama. (See attachments for pictures of capitol buildings.)

    Have students give their point of view as to why a capital would change from one city to another. The teacher should record student answers on a chart or interactive whiteboard.

    Students should jot down notes in their journals or on the side of the picture.

    Divide students into small, manageable groups and give each group a picture of a capitol.  

    Tell students to find as much information as possible to assist them in giving a reason why a capital city or capitol building of Alabama should remain in Montgomery or be changed to a different location.

    Students should create entries in their journals of facts and opinions of their group members. Inform students that journal notes will be used as an assessment. Students should have important dates of when capitol building and their capital cities were used and then removed. Tell students they will be constructing a timeline with these important dates to be used as an assessment.

    After Strategy:

    After a reasonable amount of time, reconvene.

    Whole Group:  Students share what they think about each capitol building and its location. Students should be able to place the picture of each capitol building on a timeline/sequence showing when a county was used as a capital city of Alabama.

    Students will use facts and opinions gathered in their groups to debate their points of view.

    Lastly, the students should have an opportunity to write their individual points of view after working in groups/debating in groups. (Independent assessment)


    Essential Question: What is the best location for an Alabama State capital city and capitol building?

    Before Strategy:

    Teach the Vocabulary - capital and capitol by using the chart created with the term and definition. 

    Show the students a United States map.

    Have students locate Washington, D.C. on the map.

    Ask students why they think Washington, D.C. was chosen as the capital of the United States.

    Tell them they are right if they say it is because at the time it was chosen as the national capital Washington, D.C. was a central location for the 13 original colonies. Explain that Washington, D.C. is not a central location now because there are many more states.

    If students do not recognize this, allow students to trace or highlight the 13 original colonies on a map on the interactive whiteboard or a wall map. (See attached 1826 U.S. Map.)

    Tell students that they will have the opportunity to debate if the capital city and capitol building of Alabama are in the best place or if there was a better location used in the past. 

    During Strategy:

    Attachments are provided for teachers and students. Download attachments prior to teaching the lesson.

    Give students pictures of capitol buildings or show pictures on the interactive whiteboard. 

    Give students a map of Alabama, have a wall map, or have a map displayed on the interactive whiteboard. 

    Have students highlight, circle, or underline locations where Alabama's capital has been located, including the current capital of Montgomery.

    Have students label the pictures of the capitol buildings with their county and the time the capitol building was in the capital city of Alabama. (See attachments for pictures of capitol buildings.)

    Have students give their point of view as to why a capital would change from one city to another. The teacher should record student answers on a chart or interactive whiteboard.

    Students should jot down notes in their journals or on the side of the picture.

    Divide students into small, manageable groups and give each group a picture of a capitol.  

    Tell students to find as much information as possible to assist them in giving a reason why a capital city or capitol building of Alabama should remain in Montgomery or be changed to a different location.

    Students should create entries in their journals of facts and opinions of their group members. Inform students that journal notes will be used as an assessment. Students should have important dates of when capitol building and their capital cities were used and then removed. Tell students they will be constructing a timeline with these important dates to be used as an assessment.

    After Strategy:

    After a reasonable amount of time, reconvene.

    Whole Group:  Students share what they think about each capitol building and its location. Students should be able to place the picture of each capitol building on a timeline/sequence showing when a county was used as a capital city of Alabama.

    Students will use facts and opinions gathered in their groups to debate their points of view.

    Lastly, the students should have an opportunity to write their individual points of view after working in groups/debating in groups. (Independent assessment)


    Essential Question: What is the best location for an Alabama State capital city and capitol building?

    Before Strategy:

    Teach the Vocabulary - capital and capitol by using the chart created with the term and definition. 

    Show the students a United States map.

    Have students locate Washington, D.C. on the map.

    Ask students why they think Washington, D.C. was chosen as the capital of the United States.

    Tell them they are right if they say it is because at the time it was chosen as the national capital Washington, D.C. was a central location for the 13 original colonies. Explain that Washington, D.C. is not a central location now because there are many more states.

    If students do not recognize this, allow students to trace or highlight the 13 original colonies on a map on the interactive whiteboard or a wall map. (See attached 1826 U.S. Map.)

    Tell students that they will have the opportunity to debate if the capital city and capitol building of Alabama are in the best place or if there was a better location used in the past. 

    During Strategy:

    Attachments are provided for teachers and students. Download attachments prior to teaching the lesson.

    Give students pictures of capitol buildings or show pictures on the interactive whiteboard. 

    Give students a map of Alabama, have a wall map, or have a map displayed on the interactive whiteboard. 

    Have students highlight, circle, or underline locations where Alabama's capital has been located, including the current capital of Montgomery.

    Have students label the pictures of the capitol buildings with their county and the time the capitol building was in the capital city of Alabama. (See attachments for pictures of capitol buildings.)

    Have students give their point of view as to why a capital would change from one city to another. The teacher should record student answers on a chart or interactive whiteboard.

    Students should jot down notes in their journals or on the side of the picture.

    Divide students into small, manageable groups and give each group a picture of a capitol.  

    Tell students to find as much information as possible to assist them in giving a reason why a capital city or capitol building of Alabama should remain in Montgomery or be changed to a different location.

    Students should create entries in their journals of facts and opinions of their group members. Inform students that journal notes will be used as an assessment. Students should have important dates of when capitol building and their capital cities were used and then removed. Tell students they will be constructing a timeline with these important dates to be used as an assessment.

    After Strategy:

    After a reasonable amount of time, reconvene.

    Whole Group:  Students share what they think about each capitol building and its location. Students should be able to place the picture of each capitol building on a timeline/sequence showing when a county was used as a capital city of Alabama.

    Students will use facts and opinions gathered in their groups to debate their points of view.

    Lastly, the students should have an opportunity to write their individual points of view after working in groups/debating in groups. (Independent assessment)

    Assessment Strategies

    Students will use notes gathered during the class discussions, the recorded points of view of their classmates, and the debate to write an individual point of view. Students will choose the location for a capital/capitol and cite reasons for choosing the location.

    Students should construct a timeline showing when each capitol building was located in the capital city of Alabama. This timeline can be used as an assessment.

    Students should make journal entries of various opinions made by students in their group.

    Jot notes, on pictures given to students to analyze, can be used as an assessment.

    Acceleration

    Students should have an opportunity to have a debate describing reasons for or against having a particular location as the capital of Alabama.

    Students should identify or locate streets on the legend for the map of Catawba, and then locate where the capitol building would have stood (inference).

    Suggested Reading List:

    http://alabamapioneers.com/locating-the-alabama-state-capital/

    Lewis, Herbert James, Lost Capitols of Alabama, History Press, 2014 
     
     

    Intervention

    The teacher will pre-teach vocabulary and clear up any misconceptions.

    Students may create a timeline in a small group with the teacher or student tutor.  

    Approximate Duration

    Total Duration

    31 to 60 Minutes

    Background and Preparation

    Background/Preparation

    The teacher and students should know that Alabama has had five capitals since it became part of the United States. During the territorial period, the town of St. Stephens (in what is now Washington County) served as the capital of the Alabama Territory, beginning in 1817. When Alabama achieved statehood in 1819, the capital shifted to Huntsville for the first state constitutional convention, and the next year, after much lobbying by political factions, the capital was moved to Cahawba, Dallas County. As the power centers in the state began to shift, political factions began to push for a new site, and in 1826, the state legislature voted to move the capital to Tuscaloosa, where it remained until 1846 when the centrally located city of Montgomery was selected as the permanent state capital.

    Additional information about Alabama's State Capitals: http://www.encyclopediaofalabama.org/article/s-141

    Materials and Resources

    Materials and Resources

    Map of Alabama

    Map of the United States

    Access to the internet

    Student Journals

    Chart with vocabulary and definitions - capital and capitol

    Use the attachments for additional materials and resources.  Copy materials prior to introducing the lesson.

    Technology Resources Needed

    Devices that access the internet/intranet(optional)

    iPads, Chromebooks, laptops, computers, smartphones

    ALSDE LOGO