Teaching Materials
Ask a Master Teacher
Lesson Plan Gateway
Lesson Plan Reviews
State Standards
Teaching Guides
Digital Classroom
Ask a Digital Historian
Tech for Teachers
Beyond the Chalkboard
History Content
Ask a Historian
Beyond the Textbook
History Content Gateway
History in Multimedia
Museums and Historic Sites
National Resources
Website Reviews
Issues and Research
Report on the State of History Education
Research Briefs
Best Practices
Examples of Historical Thinking
Teaching in Action
Teaching with Textbooks
Using Primary Sources
TAH Projects
Lessons Learned
Project Directors Conference
Project Spotlight
TAH Projects
Technical Working Group
Research Advisors
Teacher Representatives
Quiz Rules
Teaching History.org logo and contact info

Alabama: 4th-Grade Standards

AL.4. Standard: Alabama Studies

Fourth-grade students apply geographic concepts obtained in Grade 3 to a study of their own state and relate geography to history, economics, and politics in Alabama. They examine ways economic and political institutions respond to the needs of Alabamians.


  • 4.1.1 Students will:

    Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps (Economics, Geography, History, Civics and Government).

  • 4.1.2 Students will practice:

    Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama


  • 4.2.1 Students will:

    Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama (Economics, Geography, History, Civics and Government).

  • 4.2.2 Students will practice:

    • Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
    • Tracing, on maps and globes, routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa
    • Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture


  • 4.3.1 Students will:

    Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama (Economics, Geography, History, Civics and Government).

    • Grade Level Example:

      social—adoption of European culture by American Indians, opening of Alabama land for settlement
      political—forced relocation of American Indians, labeling of Andrew Jackson as a hero and propelling him toward Presidency
      economic—acquisition of tribal land in Alabama by the United States

  • 4.3.2 Students will practice:

    Explaining the impact of the Trail of Tears on Alabama American Indians’ lives, rights, and territories


  • 4.4.1 Students will:

    Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century (Geography, History).

  • 4.4.2 Students will practice:

    • Recognizing natural resources of Alabama during the early nineteenth century
    • Describing human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names


  • 4.5.1 Students will:

    Describe Alabama’s entry into statehood and establishment of its three branches of government and the constitutions. (Geography, History, Civics and Government).

  • 4.5.2 Students will practice:

    • Explaining political and geographic reasons for changes in location of Alabama’s state capital
    • Recognizing 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


  • 4.6.1 Students will:

    Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople (Economics, Geography, History, Civics and Government).

    • Grade Level Example:

      cultural—housing, education, religion, recreation
      economic—transportation, means of support
      political—inequity of legal codes

  • 4.6.2 Students will practice:

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


  • 4.7.1 Students will:

    Explain reasons for Alabama’s secession from the Union, including sectionalism, slavery, states’ rights, and economic disagreements (Economics, History, Civics and Government).

  • 4.7.2 Students will practice:

    • Identifying Alabama’s role in the organization of the Confederacy, including hosting the secession convention and the inauguration ceremony for leaders
    • Recognizing Montgomery as the first capital of the Confederacy
    • Interpreting the Articles of the Confederation and the Gettysburg Address


  • 4.8.1 Students will:

    Explain Alabama’s economic and military role during the Civil War (Economics, History).

    • Grade Level Example:

      economic—production of iron products, munitions, textiles, and ships
      military—provision of military supplies through the Port of Mobile, provision of armament center at Selma

  • 4.8.2 Students will practice:

    • Recognizing military leaders from Alabama during the Civil War
    • Comparing roles of women during and after the Civil War on the home front and battlefront
    • Explaining economic conditions as a result of the Civil War, including the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates


  • 4.9.1 Students will:

    Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups (Economics, History, Civics and Government).

    • Grade Level Example:

      political issues—military rule, presence of Freedmen’s Bureau, Alabama’s readmittance to the Union
      economic issues—sharecropping, tenant farming, scarcity of goods and money

  • 4.9.2 Students will practice:

    • Interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
    • Identifying African Americans who had an impact on Alabama during Reconstruction in Alabama
    • Identifying major political parties in Alabama during Reconstruction


  • 4.10.1 Students will:

    Analyze social and educational changes during the late nineteenth and early twentieth century for their impact on Alabama (Economics, History, Civics and Government).

    • Grade Level Example:

      social—implementation of the Plessy versus Ferguson ―separate but equal‖ court decision, birth of the National Association for the Advancement of Colored People (NAACP)
      educational—establishment of normal schools and land-grant colleges such as Alabama Agricultural and Mechanical (A&M) University, Auburn University, Tuskegee University, Alabama State University

  • 4.10.2 Students will practice:

    • Explaining the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism
    • Explaining Jim Crow laws
    • Identifying Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries


  • 4.11.1 Students will:

    Describe the impact of World War I on Alabamians, including the migration of African Americans from Alabama to the North and West, utilization of Alabama’s military installations and training facilities, and increased production of goods for the war effort (Geography, History).

  • 4.11.2 Students will practice:

      • Recognizing Alabama participants in World War I, including Alabama’s 167th Regiment of the Rainbow Division
      • Identifying World War I technologies, including airplanes, machine guns, and chemical warfare
  • 4.12

    • 4.12.1 Students will:

      Explain the impact the 1920s and Great Depression had on different socioeconomic groups in Alabama (Economics, History).

      • Grade Level Example:

        Impact of the 1920s—increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services; overproduction of goods; stock market crash
        Impact of the Great Depression—overcropping of land, unemployment, poverty, establishment of new federal programs

    • 4.12.2 Students will practice:

      Explaining how supply and demand impacted economies of Alabama and the United States during the 1920s and the Great Depression


    • 4.13.1 Students will:

      Describe the economic and social impact of World War II on Alabamians, including the 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 (Economics, Geography, History).

    • 4.13.2 Students will practice:

      • 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


    • 4.14.1 Students will:

      Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama (Economics, History, Civics and Government).

    • 4.14.2 Students will practice:

      • 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


    • 4.15. Students will:

      Identify major world events that influenced Alabama since 1950, including the Korean Conflict, the Cold War, the Vietnam War, the Persian Gulf War, and the War on Terrorism. (History).


    • 4.16.1 Students will:

      Determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth century and early twenty-first century (Economics, Geography, History).

    • 4.16.2 Students will practice:

      • Describing how technological advancements brought change to Alabamians, including the telephone; refrigerator; automobile; television; and wireless, Internet, and space technologies
      • Relating Alabama’s economy to the influence of foreign-based industry, including the automobile industry