In small groups, students closely examine one sentence from the Gettysburg Address and create a multigenre project communicating what they have discovered about the meaning and significance of the text.
Under the "The Science Behind Harry Potter" theme, a succession of diverse complex scientific topics are presented to students through direct immersive interaction. Student interest is piqued by the incorporation of popular culture into the classroom via a series of interactive, hands-on Harry Potter/movie-themed lessons and activities. They learn about the basics of acid/base chemistry (invisible ink), genetics and trait prediction (parseltongue trait in families), and force and projectile motion (motion of the thrown remembrall). In each lesson and activity, students are also made aware of the engineering connections to these fields of scientific study.
This assignment requires that students research the historical context of an environmental issue within their own communities and apply different types of organizing/advocacy tactics for instigating social change.
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Students develop critical thinking skills by interviewing a person who has perspective on environmental history. Students explore the concept of a timeline, including historical milestones, and develop a sense of the context of events.
TED Studies, created in collaboration with Wiley, are curated video collections — supplemented by rich educational materials — for students, educators and self-guided learners. In Climate Change, speakers give talks that boldly illuminate the nature and scale of current-day climate science, policy and ethics. They explore the economics and psychology of individual and collective action — or inaction — on climate change in order to assess the costs of our choices and opportunities for change. Relevant areas of interest, study and coursework include: ecology, atmospheric science, oceanography, glaciology, energy development, environmental policy, science in the media, political science, ethics, sociology, behavioral psychology and cultural studies.
This project discovers the history of Modern Europe, starting at the Hundred Years War and ending at the present time.
A chronological perspective of history is attempted within this text. Although this is the case, it is also important to understand patterns within European History, therefore chapters will attempt to cover a breadth of material even though their titles might be that of a specific pattern in history rather than a time period.
From pineapples grown in Hawaii to English-speaking call centers outsourced to India, the legacy of the “Age of Imperialism” appears everywhere in our modern world. This class explores the history of European imperialism in its political, economic, and cultural dimensions from the 1840s through the 1960s.
This subject surveys main currents of European cultural and intellectual history in the modern period. Such a foundation course is central to the humanities in Europe. The curriculum introduces a set of ideas and arguments that have played a formative role in European cultural history, and acquaints them with some exemplars of critical thought. Among the topics to be considered: the critique of religion, the promise of independence, the advance of capitalism, the temptations of Marxism, the origins of totalitarianism, and the dialects of enlightenment. In addition to texts, we will also discuss pieces of art, incl. paintings and film.
This lesson is an adaptation of a history lesson designed by the National Endowment for the Humanities. The focus of the lesson is on comparing and contrasting primary sources describing the Great Chicago Fire of 1871 in order to teach students methods for evaluating historical sources. The historical content has been paired with English proficiency standards to help support students comprehension of challenging historical documents. It is designed for high school, but with some adaptation could be used in an 8th grade classroom. The lessons are designed to support Intermediate to Advanced (ELP 3-5) language learners, although students with Beginning proficiency (ELP 1-2) would find some success with this as well. Students compare two newspaper reports on the fire and two memoirs of the fire written many decades later, with an eye on how these accounts complement and compete with one another, and how these sources can be used to draw historical meaning from them.
Students learn that economic forces have an impact beyond the financial world. First, they learn that Progressive Era public health reforms inspired a commercial response to the growing demand for sanitation through the rapid increase in bathroom-fixture production. Students then use FRED, economic data from Federal Reserve Bank of St. Louis, to analyze how bathroom-fixture production changed throughout the 1920s. They examine primary documents—1920s advertising—to see how companies fused the Progressive Era with the new consumer culture. Finally, students complete the lesson by responding to AP U.S. History-style short-answer questions.
Tools that became weapon, now what about the weapons that massacre the humanity? This is a information and opiniated write up that looks at incorporating discussion in the usual lesson plan.
Imagine trying to cut your hair without metal tools. How would you do it? Join JPPM's Educator Nate Salzman as he uses experimental archaeology to answer the question "How did Native Americans cut their hair before metal tools?" Use to support the Maryland Social Studies Framework for grades 3, 4, and High School. To support the grade 3 content topic "Cultural Change Over Time," have students compare the advantages/disadvantages of the results of this experiment and how they receive a hair cut; for grade 4 topic "Native Cultures," have students either hypothesize and research how Native American tribes who did not have access to shells may have cut their hair or respond to the prompt "why did European colonists use metal tools for cutting their hair while the Native Americans used shells? Would some hair styles be easier to cut with one type of tool than the other?"; finally for HS topic "Exploration, Colonization, and Global Interaction, have students respond to the prompt "with the introduction of metal tools, how might the role of 'barber' have changed within a Native American tribe? If you evaluate or use this resource, consider responding to this short (4 question) survey at bit.ly/3G6RxUa
Explore the global history of nuclear reactors from 1951 to 2022. This visualization showcases 626 operational reactors, highlighting the dominance of pressurized light water reactors (PWRs). Different reactor types exhibit geographic patterns, with retired reactors and ongoing upgrades observed in various countries. The average age of reactors in the United States was 41 years in 2021.
This site was created to teach 6th grade art students about ancient Greek culture. It contains resources, activities, and lessons that meet Idaho State standards for Art.
Students will be placed into groups and assigned a historical figure in education. Together, students will research the individual(s) and create a presentation that will inform the audience on the life and career of this individual. NOTE: This happens after we discuss education of BIPOC peoples in the United States.
Creation of the Mashpee District in 1685. Program focuses on the August, 1976 lawsuit filed by the Wampanoag Indians of Massachusetts against the Commonwealth of Massachusetts, in an effort to reclaim lands sold from 1763 to 1870 without Congressional approval. Host Barbara Barrow speaks with guest Russell Peters, President of the Mashpee Tribal Council, about the problems the council is having regaining tribal lands, when was the lands were taken, when the council decided to file suit, how Peters feels about the claim that Wampanoag marriages with Black and white Americans has diluted their culture and claim to lands, if Mashpee becoming a town gave Native Americans the power to sell their own land (as they did willingly, according to Barrow), and what will happen to the people who are living in Mashpee who feel they own their land and houses. Additional segments include the 'Say Brother News' with reporters Leah Fletcher, Eric Sampedro, Justina Chu, and WNAC TV arts critic Tanya Hart, the 'Third World Connection' (which discusses the intermarriage of African Americans and Native Americans, and their historical bond, is discussed), and the 'Community Calendar.' Produced by Barbara Barrow. Directed by Conrad White.
This inquiry looks at the debate between the Federalists and the Anti-Federalists, and how federalism is still impacting the United States today. Resource created by Andrew Heller, Wynot Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).
This inquiry is designed to provide a basic understanding of feudalism in medieval Europe. This lesson is created for a 7th grade World History class. During this inquiry, students will examine maps, artwork, documents, videos, and text to build knowledge on feudalism and then demonstrate their understanding by applying it to our modern world.Resource created by Lisa Bales, David City Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).
Social injustice occurs every day all over the world. In this lesson, students research a few historical examples of social injustice, including the Holocaust, the Trail of Tears, and Japanese internment.
These lesson plans and materials are designed for high school students, especially 9th and 10th graders. The goals of these lessons are for students to review and learn more about figurative language devices, to compare and contrast poetry from different authors, and understand point of view in order to see that authors have different perspectives in their works. This lesson plan unit covers six different poems from local Emma Bell Miles and famous Henry Thoreau. Each poem has a video, presentation, and handout to accompany it. The lesson plan has been divided into two 50 minute class periods. The first class period is designed to introduce the students to the poems and authors using the various materials. The second class period is designed to cover point of view according to Miles and Thoreau and ask the students to compare and contrast the authors’ perspectives and experiences.