This lesson will give beginner Lego-builders a fun introduction to gears and how they function. If used in a classroom setting, there is also a video about the History of Lego and an activity for students to free-build the flag of Denmark in honor of the company's beginnings there.

This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.

Americans affirmed their independence with the ringing declaration that "all men are created equal." Some of them owned slaves, however,and were unwilling to give them up as they gave speeches and wrote pamphlets championing freedom, liberty, and equality. So "to form a more perfect union" in 1787, certain compromises were made in the Constitution regarding slavery. This settled the slavery controversy for the first few decades of the American republic, but this situation changed with the application of Missouri for statehood in 1819.

In this lesson, students examine the poetry of Amanda Gorman, who was chosen to read her poem “The Hill We Climb” at President-elect Joe Biden’s inauguration on Jan. 20, 2021. Gorman’s poem will complement Biden’s message and themes of “unity.”

This lesson provides an outline for teaching young learners about the lifce cycle of a butterfly in Spanish.

This link is a lesson plan centered around the role of women in the early 20th century and the stigma placed on mental illness at the time.

A lesson plan for 2 days of 1st grade based on Frog and Toad are Friends, Chapter 1: Spring, which includes modifications for English Language Learners at all levels of language acquisition, including newcomers (Level 1).This can be used in:A mainstream classA mainstream class that includes some/many English Language Learners (ELLs)A sheltered instruction classA bilingual/multilingual class

Using the web-based lessons highlighted in this article, students learn how to pose questions before, during, and after reading nonfiction, fiction, and diagrams. This reading comprehension strategy is included in the literacy column of the magazine Beyond Weather and the Water Cycle, a free, online publication for K-5 teachers.

Making predictions is a skill readers need for comprehending fiction and nonfiction. Three lessons are identified here to give young readers opportunities to make predictions about nonfiction text found in print or on web pages. The lessons are aligned with the national standards for English language arts. The article appears in the free, online magazine that focuses on the seven essential principles of climate literacy.

This activity teaches students how to break down different elements of a political cartoon. Students examine how different symbols and images can be combined to convey meaning. Then students analyze a 1902 political cartoon about U.S. expansion overseas and the acquisition of new territories in the Philippines in Cuba. This activity includes a Smartboard Notebook file.

A satire attacking Andrew Jackson's plan to distribute treasury funds, formerly kept in the Bank of the United States, among "branch banks" in various states. The artist also alleges Vice-President Van Buren's manipulation of administration fiscal policy. Jackson appears as a jack-ass "dancing among the Chickens" (the branch banks) to the alarm of the hen "U.S.Bank." Martin Van Buren, as a fox, and Jack Downing, as a cock, look on. On the left sit five chained dogs, representing the "Albany Argus, Journal of Commerce," and other newspapers sympathetic to Jackson's program. In the left foreground a sow with the head of Jackson advisor Francis Preston Blair lies on a copy of his newspaper, the "Globe." Jack Downing: "Yankee doodle doodle doo!" Jackson: "Sing away Major Downing. This is a capital Experiment by the Eternal!" Dogs: "He looks like a "Lion!" How dignified! What "correct" Steps! in such "good time!" Can any thing equal him! The "greatest" and "best" Ass we ever knew!" Blair: "I feel quite at home on this dung heap." Van Buren: ""Sly" is the word!" |Published and for sale wholesale and retail at Imbert's Caricature Store No. 104 Broadway N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 33.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1833-7.

A sheet music cover for a humorous song on the origins of Grant's campaign slogan, "Let Us Have Peace." In actuality, those were the closing words of his letter of May 29, 1868, accepting the Republican presidential nomination. Here, the general is shown seated at a dinner table laden with wine and fruit. He is accompanied by two male friends, while a waiter stands ready to wait on him. Even with all the food, Grant requests, "Let us have pease." His secretary (background left) misunderstands, and transcribes, "Let us have peace."|A.E. Blackmar, New-Orleans & New-York.|Lith. H. Wehrmann, N.O.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1868-12.

This is a History lesson plan on housing segregation and restrictive covenants in the United States during the 1950s. It is suitable for grades 9 and up. The focus of this lesson is a primary source from Alan Paton available from History Matters. There are also Algebra and English lessons connected to this lesson as noted in this plan.

This unit engages students in a variety of activities that analyze and reflect on the role of social media in our everyday lives. This includes options for collaborative group work, reading nonfiction articles, a design challenge and presentations to communicate ideas. The unit also includes a formal writing assessment option that aligns with the Common Core State Writing Standards. Activities can be adapted or combined in a variety of ways to support student reflection and analysis. These lessons were piloted in 9th grade English classes but are suitable or a range of secondary students. 

Multimodal learning environments allow instructional elements to be presented in more than one sensory mode (visual, aural, written).

An allegory of printing and liberty, illustrating a broadside of a June 24, 1826, letter from Thomas Jefferson on American democracy. The female figure of Liberty displays to the Four Continents the art of printing. Liberty stands to the right of a hand printing press over which hovers the figure of Fame. On the left stand female personifications of Asia and Europe; on the right are an Indian Queen (representing the Americas) and a kneeling black woman (Africa). In the foreground left is a pile of volumes and a scroll with the names of early printers Faustus, Caxton, and Bradford. In the right distance is a Temple of Liberty. In the left background a dark figure or demon falls from the sky. Jefferson's letter to the Mayor of Washington expresses his regret at not being able to attend the fiftieth anniversary celebration of American Independence in Washington. Jefferson describes the Declaration of Independence as "the signal of arousing men to burst the chains under which monkish ignorance and superstition had persuaded them to bind themselves, . . . ." Jefferson died ten days after writing the letter.|Signed: Brown D. Anderson S.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1826-1.

The only obvious portrait in this crudely drawn satire is that of Republican candidate John C. Fremont (right). An emaciated man (center) sits in a chair near an open window. He is apparently James Buchanan, and is dressed as an old woman, reminiscent of earlier effeminate portrayals of his Democratic predecessor Andrew Jackson in cartoons such as "New Edition of Macbeth" and "Treasury Note" (nos. 1837-7 and 1837-9). Obviously waning, he is bled by a third man, possibly either Democratic rival Stephen Douglas (unlikely), American party candidate Millard Fillmore, or Fremont running mate William L. Dayton. This man holds Buchanan's arm, having just cut his vein with a razor, and watches as blood flows into a bowl held by Fremont. The Capitol appears through the window. The bloodletting motif may have been inspired by a popular text or speech of the day, since mention of "drops of Democratic blood" with reference to Buchanan also occurs in "The Grand National Fight" (no. 1856-16).|Title appears as it is written on the item.|Weitenkampf, p. 51.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1856-14.

This collection uses primary sources to explore the Lewis and Clark Expedition. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

A burlesque triumphal procession representing victory for the Democratic platform in the election of 1848. In a chariot drawn by Democrats Lewis Cass and William O. Butler (shown as two horses), Uncle Sam drives toward the White House. On his way he rides over and cuts in two a black man representing abolitionism and then continues over Free Soil candidate Martin Van Buren. Whig candidates Zachary Taylor and Millard Fillmore trail along behind, sharing the saddle of the same bucking horse. Uncle Sam's chariot, called "Firm Confederation," is composed of a cab formed of large eagle wings and a shield. In it ride four crowned Liberty figures. They hold spears with banners reading: "Tariff of 1846," "Welcome [----] Oppressed," "No National Bank," and "Honor and Peace." Uncle Sam remarks enthusiastically, "Do tell now, ain't this the way to make a happy Republic?" Van Buren, visible beneath the chariot's wheels, groans, "Second sober thoughts--I wish I had been out of this muss!" Fillmore comments, "I say Taylor, we two have been too weighty for the Old buster! [i.e., their horse]" Taylor replies, "No, the Old thing was in a very bad condition when we mounted him."|Published by Peter E. Abel & Durang, Philada.|Signed with initials: E.F.D. (E.F. Durang).|Title appears as it is written on the item.|Weitenkampf, p. 95.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1848-43.

A bitter indictment of the Democratic administration's responsibility for violence and bloodshed in Kansas in the wake of the 1854 Kansas-Nebraska Act. (See also "Forcing Slavery Down the Throat of a Freesoiler" and "Democratic Platform Illustrated," nos. 1856-8 and 1856-11.) The print appeared during the presidential campaign of 1856. In the center stands Democratic incumbent Franklin Pierce, dressed in the buckskins of a "border ruffian," as the violent, proslavery invaders of the Kansas territory from Missouri were known. He has planted his foot on an American flag which is draped over Liberty, who kneels at his feet imploring, "O spare me gentlemen, spare me!!" Pierce is armed with a rifle, and has a tomahawk, dagger, pistol, and scalp on his belt. At right a similarly outfitted Lewis Cass stands licking his lips and scoffing, "Poor little Dear. We wouldnt hurt her for the world, would we Frank? ha! ha! ha! . . ." At the far right Democratic senator Stephen Douglas kneels over a slain farmer and holds up the hapless victim's scalp, exclaiming, "Hurrah for our side! Victory! Victory! "We will subdue them yet." "On the far left Democratic candidate James Buchanan and secretary of state William Marcy (with his characteristic fifty-cent" trouser patch) kneel over another victim and empty his pockets. Buchanan lifts the man's watch, saying,"T'was your's once but its mine now, "Might makes right," dont it." Pierce responds, "You may bet your life on that, ole Puddinhead," and says to Liberty, "Come Sis--sy, you go along wid me, I'le take Good care of "you" (hic) "over the left."" In the left background a cottage burns, and the mad widow of a murdered settler stands before a group of ruffians. Widow: "Come husband let us go to heaven, where our poor Children are." Ruffian, thumbing his nose: "Ho! ho! She thinks I'm her husband, we Scalped the Cus and she like a D--m fool went Crazy on it, and now she wants me to go to heaven with her, . . . " In the distance are further scenes of pillage and murder. Attribution to Magee is based on the print's clear stylistic similarity to his "Forcing Slavery Down the Throat of a Freesoiler" (no. 1856-8). A number of satires published by John Childs during the 1856 campaign are also attributable to Magee on stylistic grounds.|Drawn by John L. Magee.|Title appears as it is written on the item.|Murrell, p. 190.|Weitenkampf, p. 115.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1856-9.