This learning activity details the history of voting methods in the United States including manual, mechanical, and electronic balloting. Students will also learn about the purposes and functions of the Electoral College and the Electoral Commission. Included in the resource is an interactive voting exhibition.
In this video from PBSLearningMedia, John Green finally gets around to talking about some women's history. In the 19th Century, the United States was changing rapidly, as we noted in the recent Market Revolution and Reform Movements episodes. Things were also in a state of flux for women. The reform movements, which were in large part driven by women, gave these self-same women the idea that they could work on their own behalf, and radically improve the state of their own lives. So, while these women were working on prison reform, education reform, and abolition, they also started talking about equal rights, universal suffrage, temperance, and fair pay. Women like Susan B. Anthony, Carry Nation, Elizabeth Cady Stanton, the Grimkes, and Lucretia Mott strove tirelessly to improve a lot of American women, and it worked, eventually. John will teach you about the Christian Temperance Union, the Seneca Falls Convention, the Declaration of Sentiments, and a whole bunch of other stuff that made life better for women.
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In this video, students take a closer look at how the oceans circulate by following the life of a discarded water bottle as it gets snagged in the North Pacific Garbage Patch. We'll talk about what causes the movement of water, called current, both near the surface and much deeper in the oceans, and we'll show how they follow similar (but not identical) paths to the winds. Ocean circulation plays a huge role in cycling vital nutrients within the seas and helps us transport goods on ships across the globe and it's up to us to protect it.
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In this passage, students read about a long and persistent fight by advocates of woman suffrage winning a victory in the Senate by a vote of 56 to 25, adopting the Susan Anthony amendment to the Constitution. The suffrage supporters had two more than the necessary two-thirds vote of Senators present. Had all the Senators known to be in favor of suffrage been present, the amendment would have had 66 votes, or two more than a two-thirds vote of the entire Senate. A vocabulary activity and comprehension question set are included with this article.
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In this activity, students will work in small groups to view a photograph of a mural in Clotilda: The Exhibition which is on display at the Africatown Heritage House in Mobile. They will use the photograph to locate the name of their assigned person. The class will discover and discuss that the people they were assigned in a previous related learning activity were survivors of the slave trade and were on board the ship Clotilda. They will use what they have learned to complete the L portion of the KWL Chart they began in a preceding related learning activity, which will require them to identify Mobile as a site of the slave trade.
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After viewing various videos and images, the students will deepen their understanding of the desegregation movement and its continuing influence on today's society. The students will defend their opinions using an open-mic forum and will creatively demonstrate their understanding through writing poetry.
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In this learning activity, students will learn about women's history and making quilts. Students will make a quilt square in honor of a person who is important to them.
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In this video from PBSLearningMedia, John Green teaches students about the New Deal, which was President Franklin D. Roosevelt's plan to pull the United States out of the Great Depression of the 1930s. John will teach you about some of the most effective and some of the best-known programs of the New Deal. They weren't always the same thing. John will also tell you who supported the New Deal and who opposed it. He'll also get into how the New Deal changed the relationship between the government and citizens and will even reveal just how the Depression ended.
**Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
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Learn about speakeasies and stock trading in Manhattan before the market crashed, with this primary source from American Experience: "The Crash of 1929."
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In this learning activity, students learn about the midnight ride of Paul Revere. The reading passage tells of the news of the Battle of Lexington and the students learn about the famous words “The British are coming! The British are coming!”
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Students will explore two NCSS Notable Trade Books and a newspaper advertisement to develop an understanding of what life was like for slaves in the nineteenth century. Students will use their understanding to write a narrative story about being a slave in the nineteenth century. Students will use the website MyStorybook to create and publish their stories.
This lesson was created in partnership with the Alabama Department of Archives and History.
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In this interactive game from MrNussbaum.com, students will drag and drop the names of early settlements and European patrons into the correct country (Spain, France, or England) box. This game could be used as an assessment after a lesson on European exploration.
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In this video from PBSLearningMedia, Dawn and Quin learn that they have to write a report on early Alabama history over the weekend. They then find out that Clarence and Roto may be able to help them.
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The attack on Pearl Harbor (Hawaii) on December 7th, 1941 changed the course of history and triggered the involvement of the United States in World War II. The attack destroyed much of the U.S. Navy’s Pacific Fleet and killed nearly 2,500 Americans. This segment of Iowa Public Television's Iowa’s WWll Stories features historical film clips as well as interviews with survivors of the attack.
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Students will analyze visual art from Jacob Lawrence's The Migration Series using the digital resource and make connections to The Great Migration of the 1920s.
This activity was created as a result of the Arts COS Resource Development Summit.
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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.
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In this interactive game from iCivics, students try out their persuasive abilities by arguing a real Supreme Court case. The other lawyer plays their competition. Whoever uses the strongest arguments wins! Landmark cases in the game include:
• Bond v. United States
• Brown v. Board of Education
• Gideon v. Wainwright
• Hazelwood v. Kuhlmeier
• In Re Gault
• Miranda v. Arizona
• New Jersey v. T.L.O.
• Snyder v. Phelps
• Texas v. Johnson
This game can be played during a lesson on landmark Supreme Court cases for reinforcement or after as an assessment.
You will need to create a free account in order to access some of the content on this site.
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In this interactive geography activity from PBSLearningMedia, students join Buster Baxter, a character from the ARTHUR television show, on a trip to Egypt. Students learn about Cairo, ancient Egypt, the pyramids, the Nile River, and relevant vocabulary terms as they travel with Buster and meet new friends. Afterward, students write about what they’ve learned in the form of a postcard to one of the Egyptian children they encountered in the videos.
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John Green teaches you about the fall of the Roman Empire, which happened considerably later than you may have been told. While the Western Roman Empire fell to barbarians in 476 CE, the Byzantines in Constantinople continued the Eastern Empire nicely, calling themselves Romans for a further 1000 years. Find out what Justinian and the rest of the Byzantine emperors were up to over there, and how the Roman Empire dragged out its famous Decline well into medieval times. In addition to all this, you'll learn about ancient sports riots and hipster barbarians, too.
**Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
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Students will watch a video on the history of the quilters of Gee's Bend, Alabama. After watching the video and discussing the lifestyle of the citizens of Gee's Bend, the students will create a classroom quilt that reflects their personalities and lifestyles. The class will have to use factor pairs to decide the best way to assemble the quilt.
This activity was created as a result of the Arts COS Resource Development Summit.
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Imagine if the world as you know it never changed. Students will embark on a journey back in time and research what life in Alabama looked like in the late twentieth and early twenty-first centuries. Students will compare and contrast the information they research with their present-day lives. Students will then identify how technological advancements changed life for Alabamians and reflect on how they feel their life would be today if things never changed. Students will create an Adobe Express digital story to communicate their researched information and personal reflections.
This resource was created as a result of the Alabama Technology in Motion Partnership.
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This video from Khan Academy tells the story of Alexander the Great and his rule over Greece during the Hellenistic Period. The video is 5 minutes 59 seconds in length.
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In this video from PBSLearningMedia, students are welcomed to StinkLand! They learn from Flea that financial irresponsibility can get you stuck at the worst possible time!
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John Green teaches you about the war that was supposed to end all wars. Instead, it solved nothing and set the stage for the world to be back at war just a couple of decades later. As an added bonus, World War I changed the way people look at the world, and normalized cynicism and irony. John will teach you how the assassination of an Austrian Archduke kicked off a new kind of war that involved more nations and more people than any war that came before. New technology like machine guns, airplanes, tanks, and poison gas made the killing more efficient than ever. Trench warfare and modern weapons led to battles in which tens of thousands of soldiers were killed in a day, with no ground gained for either side. World War I washed away the last vestiges of 19th century Romanticism and paved the way for the 20th-century modernism that we all know and find to be cold and off-putting. While there may not be much upside to WWI, at least it inspired George M. Cohan to write the awesome song, "Over There."
**Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
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This activity allows students to analyze photographs and political cartoons from the early 20th century during the Women's Suffrage Movement. Students will participate in a gallery walk around the classroom and put a modern twist on their comments about the photos by creating a #hashtag statement.
This activity was created as a result of the ALEX Resource Development Summit.
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SS10.K
Kindergarten: Living and Working Together in Family and Community
Kindergarten: Living and Working Together in Family and Community
SS10.K.1
Sequence events using schedules, calendars, and timelines.
COS Examples
Examples: daily classroom activities, significant events in students’ lives
Sequence events using schedules, calendars, and timelines.
COS Examples
Examples: daily classroom activities, significant events in students’ lives
Unpacked Content
Knowledge
- The difference between today (present), tomorrow (future) and yesterday (past, or history).
- The names of the days of the week, and the order in which they come.
- A year is divided into months, and has heard the names of the months repeatedly .
- Vocabulary: long ago, yesterday, today, tomorrow, history, schedule, calendar, timeline, later, future, before, after
Skills
- List events in their lives in the order in which they occurred.
- Identify a calendar and know that each square or number on the calendar represents a day.
- Name the present month .
- Answer questions about their daily schedule:
- Does recess come before or after lunch?
- Do they go to library everyday?
- Do they go to lunch everyday?
- Identify events that happened a long time ago through the use of personal primary sources.
Understanding
- Time is measurable and ongoing.
- There are events in their lives that have already happened (past), events that are happening or will happen today (present), and events that will happen later (in the future).
- Some events have happened in their lifetime and some events happened long ago.
Vocabulary
- schedule
- calendar
- timeline
- event
- history
- sequence
- yesterday
- long ago
- tomorrow
SS10.K.1.1
Differentiating among broad categories of historical time
COS Examples
Examples: long ago, yesterday, today, tomorrow
Differentiating among broad categories of historical time
COS Examples
Examples: long ago, yesterday, today, tomorrow
SS10.K.2
Identify rights and responsibilities of citizens within the family, classroom, school, and community.
COS Examples
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
Identify rights and responsibilities of citizens within the family, classroom, school, and community.
COS Examples
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
Unpacked Content
Knowledge
- They are members of several groups: a family, a classroom, a school, a community.
- There are different roles for each member of these groups.
- The people in each of these groups are expected to act in certain ways and follow certain rules for the good of everyone in the group.
Skills
- Recognize and identify the roles of individual family members, and various community members.
- Recognize the name of their school and the community around it.
- Demonstrate proper care for personal belongings and the belongings of others.
- Name classroom jobs and understand each duty.
- Understand classroom rules and know there are consequences for not obeying these rules.
- Distinguish between items that belong to them and items that belong to someone else.
Understanding
- People live and work together and have rules and expectations for pleasant and productive living.
Vocabulary
- rights
- responsibility
- citizen
- community
- consequence
- respect
- job
- duty
- role
SS10.K.3
Describe how rules provide order, security, and safety in the home, school, and community.
Describe how rules provide order, security, and safety in the home, school, and community.
Unpacked Content
Knowledge
- The classroom has rules that, when followed, help everyone learn.
- Following the rules and respecting others should result in positive benefits.
- The difference between a rule and a procedure.
- Vocabulary: rule, procedure, order, security, safety, consequence, construct
Skills
- Perform classroom and school procedures as prompted by the teacher.
- Recite the classroom rules and the consequences of breaking a particular rule.
- Participate in the creation of classroom rules.
- Participates in the discussion of community rules and laws.
Understanding
- Rules exist in the classroom as well as the school, home, and the community.
- Rules are necessary for people to live and work together.
- There are consequences to breaking the rules.
- Procedures are guides that show us how to do things in the most effective way.
- Procedures are used often, sometimes daily, in the school, class, home and community in order to be efficient and to know what is expected of them.
Vocabulary
- order
- security
- safety
- construct
- consequence
- procedure
- obey
- rule
SS10.K.3.1
Constructing classroom rules and procedures
Constructing classroom rules and procedures
SS10.K.3.2
Determining consequences for not following classroom rules and procedures
Determining consequences for not following classroom rules and procedures
SS10.K.4
Differentiate between needs and wants of family, school, and community.
Differentiate between needs and wants of family, school, and community.
Unpacked Content
Knowledge
- People need certain things to live.
- There are things they want but are not necessary.
- Not all wants can be fulfilled.
- Vocabulary: choice, need, want, survive, desire, compare, contrast
Skills
- Recite items that are needs.
- Recite items that are wants.
Understanding
- There is a difference between a want and a need.
- Not all wants can be fulfilled.
- Choices usually have to be made when considering things they want.
Vocabulary
- needs
- wants
- desire
- compare
- contrast
- choice
- survive
SS10.K.4.1
Comparing wants among different families, schools, and communities
Comparing wants among different families, schools, and communities
SS10.K.5
Differentiate between goods and services.
COS Examples
Examples: goods–food, toys, clothing
services–medical care, fire protection, law enforcement, library resources
Differentiate between goods and services.
COS Examples
Examples: goods–food, toys, clothing
services–medical care, fire protection, law enforcement, library resources
Unpacked Content
Knowledge
- The differences between goods and services.
- Vocabulary: goods, services, produce
Skills
- Distinguish between goods and services.
- List goods they receive.
- List services they receive.
Understanding
- There is a difference between goods and services.
Vocabulary
- goods
- services
- produce (to make or create)