Learn about the techniques gold miners used to collect gold ore from the area around South Pass City, as well as the hazards they faced during the mining process.

In the accompany lesson plan (found in the Support Materials), students will watch a video that explains the mining process and hazards, and then create caution signs to show their understanding of the challenges the miners faced. Finally, the students will take part in a collaborative STEM challenge to build a working hoist using a limited amount of supplies.

LEARNING OBJECTIVES:

Students will develop grade level appropriate speaking and listening skills, as described by the standards.
Students will understand how technology impacted the mining process of early gold miners, as well as the hazards the miners faced.
Students will define a design problem and use limited resources to solve it.

Learn about the Wyoming gold rush that occurred in South Pass City, and explore the varied perspectives of the people who experienced the gold rush in the 1840’s-1860’s.

In the accompanying lesson plan (found in the Support Materials), students will watch a video that introduces the gold rush and the people who were impacted by it, and then hold a discussion to understand the multiple perspectives. Then, the students take part in a creative writing activity in which they create a piece of text from one of the perspectives.

LEARNING OBJECTIVES:

Students will develop grade level appropriate speaking and listening skills, as described by the standards.
Students will learn how to write a fictional narrative based on nonfiction resources, following a set of parameters.
Students will understand the motivations and perspectives of various people during the Wyoming gold rush.

Parody of a public notice, dated June 20, 1828, reporting an assault on American Zionist, playwright, and editor Mordecai Manuel Noah by Elijah J. Roberts. In the text Noah petitions that Roberts "be bound by recognizance to be of good behavior and keep the peace, and to answer for the above assault, &c. at the next Court of General Sessions of the Peace . . . ." A vignette illustration portrays a diminutive figure of Roberts attacking a much larger Noah on the steps of New York's Park Theatre. A playbill on the wall behind them advertises "The Jew," "1 Act of the Hypocrite," and "End with the farce of The Liar." At this time Noah was editor of the "New York Enquirer."|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 1828-1.

These lessons concern the United States Constitution Article 1 concerning the establishment and purpose of the Legislative Branch of the three branches of the US Government.

This 10-minute video shows students why the U.S. Supreme Court authorized the use of cross-town busing to accelerate school desegregation, and how that decision affected communities and students in the American South. The video is useful for any lesson exploring the implementation phase of the civil rights movement. It clarifies why landmark decisions like Brown v. Board of Education often required additional efforts to achieve integration. The video also brings the topic of busing into modern times by showing how the integration achieved through busing has recently unraveled, and how the rise of racially homogenous schools poses new challenges for policy makers.

This lesson is not under an open license; however it is provided free for educational services.

This lesson plan attempts to dissolve the artificial boundary between domestic and international affairs in the postwar period to show students how we choose to discuss history.

Students use Library of Congress primary sources to examine the Civil War and American industrialization.

These guides can be used as part of an anticipatory set to introduce persuasive writing and transition into claim evidence reasoning paragraphs. "Claim, Support, Question," is a "Visible Thinking Routine" developed by Project Zero at the Harvard Graduate School of Education.  

These discussion guides may be used as part of an anticipatory set to introduce argumentation. "Claim, Support, Question," is a "Visible Thinking Routine" developed by Project Zero at the Harvard Graduate School of Education. 

The NGSS relies heavily on students being able to make scientific claims and support them with evidence and reasoning. The purpose of this activity is to help students review CER within the science classroom and then practice applying their understanding of those terms to a mystery. They then wrap up the activity by engaging in a digital discussion with their classmates in which they evaluating one another's claims, evidence and reasoning. Note: if you do not utilize an LMS like Moodle, you could use the question and answer option within Google Classroom, or have the discussion in a face to face format. 

This set of lessons extends over several days and focuses on "The Crisis, No. 1" by Thomas Paine. Students closely read and annotate the text. Students identify and evaluate claims and evidence in the text. Students present their findings to the class. Finally, students collaboratively write short arguments identifying claims and evidence in "The Crisis, No. 1." Students present their arguments to the class, and the class discusses and assesses the arguments.

Four vignette cartoon shows Brother Jonathan kicking the confederacy, Napoleon III, and Emperor Maximillian, represented by animals, with his "iron-clad" boots. In the next vignette, Brother Jonathan fills the feed dish of the American eagle with yellow pills, from which the bird produces specie, "green backs." In the third vignette, men ride horses which have the heads of Abraham Lincoln, John Charles Fremont, Pomeroy and Gilbert. The journalist, Horace Greeley, is thrown from his mount. They head toward Richmond. In the fourth vignette, titled, "The Yankee rooster converting English blockade runners into iron-clads and monitors," the rooster consumes English blockade runners and turns them into iron-clads and monitors through the process of elimination.|Lithograph by G.W. Lascell.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)

Another Whig campaign satire, picturing incumbent Martin Van Buren and his Democratic advisers or "Kitchen Cabinet" routed by Whig candidate William Henry Harrison. In a domestic kitchen Harrison, dressed as a scullery maid, raises a "buttermilk dasher" against a party of fleeing Democrats. The fugitives are (left to right, standing): Secretary of War Joel Poinsett, Postmaster General Amos Kendall, Washington "Globe" editor Francis Preston Blair (arms outstretched, looking left), Secretary of State John Forsyth, John Calhoun, Levi Woodbury, and Van Buren. Thomas Hart Benton (left) and Alabama Representative Dixon H. Lewis, a States Rights Democrat, have fallen to the floor. Harrison: "Gentlemen as you don't like hard Cider I will give you a taste of the Buttermilk Dasher." Van Buren: "This is worse than the Rebellion in Vermount!" Poinsett: "If you had followed my advice we would have had by this time our Standing Army of 200,000 men." Blair: "I shall leave the Globe!" Forsyth: "I shall never be Vice President." Calhoun: "I am for the South direct." Woodbury: "I can issue no more Treasury Notes!" On the far left a bespectacled man with plaited hair (Pennsylvania Democratic congressman David Petrikin) holds up his hand and says, "I object." The man lamenting his lost hopes for the vice presidency has been previously identified as Alabama Senator William Smith. Yet comparison of the likeness here with Charles Fenderich's 1840 lithographed portrait of Secretary of State John Forsyth confirms identification of the man as that cabinet member. The print is most probably by Napoleon Sarony, showing the same distinctive, patterned cross-hatching and broad crayon-work as his "The New Era or the Effects of a Standing Army "(no. 1840-3). "Clar de Kitchen" was the title of a popular dance song of Negro minstrel comic T.D. Rice.|Entered . . . 1840 by H.R. Robinson.|Printed & published by H.R. Robinson, 52 Cortlandt St. N.Y. & Pennsa Avenue Washington D.C.|Signed: Boneyshanks (probably Napoleon Sarony).|Title appears as it is written on the item.|Blaisdell & Selz, no. 17.|Century, p. 54-55.|Weitenkampf, p. 64.|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 1840-44.

The third grade class will need to write an essay and a trifold persuading the students and the teacher to adopt a class pet. The students will need to use the computer to reasearch good reasosn why their pet would be beneficial to the classroom. Their trifold will have pictures and information about their pet. IDOE standard 3.W.3.1 will be taught with this lesson. It states that 3rd grade students need to be able to write a persuasive texts. Another standard from IDOE is 3.SL.4.2. This students need to be to present their persuasive essay orally to the class. Part 1:  Driving question: Should the third grade class adopt a class pet? Part 2: GrabberWhat is your grabber?While the students are writing, a dog walks into the classroom. I’ll say. “How did you get in here?” I’ll attempt to get the dog and take him out of the classroom. Then I’ll show the students a video about the good and bad reasons about having a pet in the classroom. I won’t show the whole video, just the first 3 or 4 minutes. Then the students will be presented with the project. https://www.youtube.com/watch?v=vbwiYOA-RcY Culminating activities: The students will need to conduct research on the computer about the animal they want to choose or an animal that would not be a good choice for the classroom. They will need to print out pictures of the animal and write down facts about it for the trifold. They will write their essay with some information from the internet. They will write information and glue pictures in the trifold. Lastly, they will present it to the class by reading the essay and sharing the trifold.

This set of lessons extends over several days. Students watch a Prezi and take notes about the classical appeals (ethos, pathos, and logos). Students then read and annotate (focusing on the classical appeals) Winston Churchill's "Be Ye Men of Valour" and Franklin Delano Roosevelt's "Pearl Harbor Address to the Nation." Students work in groups to complete a graphic organizer which helps them analyze the classical appeals in the speeches. Finally, students write an analysis of ethos, pathos, and logos in one of the speeches.

Classroom Management is cosidered one of the extremely important item in teaching. Teachers should have the ability to control their classes to achieve whatever they want.

An earlier state or proof of number 1844-6, this impression is printed on silk and lacks the "Hoboken Clay Club" overprinting. (The scrolls are left blank.)|Entered . . . 1844 . . . Southern District of New-York, by R. Hemming, 31 Maiden Lane, N. Y.|This proof was deposited for copyright on June 3, 1844.|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 1844-7.

Print shows a Whig campaign banner composed of a pattern of alternating red and white stripes reminiscent of the American flag. On each of the four white stripes appears the name of a Whig candidate for the 1844 election. These include Henry Clay, vice-presidential hopeful Theodore Frelinghuysen, and the names "Markle," and "Stewart."|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 1844-10.

The artist lionizes Kentucky senator Henry Clay, author of the Compromise of 1850, and slams his political foes and critics of the compromise, particularly those in the Taylor administration. A text in the lower margin reads: "A Fable--In the Reign of Zackery 1st the Goddess of Liberty Designed a Statue. a Model of a Man which she exhibited before the King, his Ministers, & the People. the Beauty of the Statue Elicited such shouts of Approbation from the People that the King's Ministers fired with Jealousy determined to Destroy it, but after many Ineffectual attempts were obliged to Desist amidst the Laughter of the Court & the People." The King is clearly President Taylor, who sits on a throne at the far left, in uniform and holding a sword instead of a scepter. A spittoon is on the floor before him, and a black court jester crouches beside the throne holding a copy of the newspaper the "Republic." A larger-than-life statue of Henry Clay, in armor and holding a shield inscribed "Compromise" and a sword, stands in the center of the scene. Clay's sword bears the words, "I fight for my Country! Traitors Beware." The statue towers over the figures that surround it, which include Taylor cabinet members Reverdy Johnson, George W. Crawford, and Thomas Ewing (on the right) and Secretary of State John M. Clayton (on the left). Crawford and Ewing regard the broken ax and saw which they hold in their hands. Crawford (to Johnson): "Look here Just see what a great Big Piece Ive Broke of my Gulpin Ax. I'll send in a Gulpin Claim for this. Valuable Ax this." The allusion is to Crawford's lucrative and questionable role as counsel for the Galphin family's successful suit against the federal government, an arrangement which provoked heated criticism in the press. The controversy over this Taylor administration scandal reached its peak in April, May and June of 1850. Johnson: "The Ax, was Broke before you used it, however, you Lie & I'll Swear to it, & we'll Pockett the Plunder between us." Ewing: "Why Ive Broke nearly all the teeth of my Chickensaw against this Infernall Statue. I'le send in a Big Claim for this." Clayton gestures entreatingly to Taylor: "Why the Devil dont your Imperial Majesty assist us, I can assure your Majesty, it's much Easier discharging a Bullitt, from a Republic, than it is injuring this Statue." Journalist Alexander C. Bullitt was a Taylor advisor and, beginning in 1849, editor of the administration organ the Washington "Republic." Bullitt appears here as the black court fool. Taylor hugs to his chest the tiny figure of New York senator William H. Seward, who sits on his lap. Seward was an insider in the short-lived Taylor administration, and a vigorous opponent of the Compromise of 1850. Taylor says, "Consider the weight of my Crown, Dear Clayton. besides my sick Baby, little Billey, requires, all my Care. moreove as the People like the Statue, I'de rather not Compromise myself, in the matter. assume the Responsibility Yourself, you'r used to it." Just to the right of the throne stand (left to right) senators Thomas Hart Benton, Daniel Webster, and Henry S. Foote. Benton: "Why its a Miserable Statue. a wretched abortion, the inscriptions on the Sword & Shield are in very Bad Taste, very Bad Taste indeed." Benton was an adamant critic of the Compromise. Foote (to Webster): "I think its a Splendid Statue. Which Party do you go for." Webster: "The Party thats likely to win. Of Course, I shall Keep one eye on the Statue, & the other on the Chair, & act according to circumstances." Senator Lewis Cass stands to the right of Foote, in the background, saying, "I rather like the Inscription on the Shield." Clay does, however, have some friends here. On the far right is a crowd of people led by the figure of Liberty, a young maiden in a classical gown holding a staff and liberty cap. She addresses Johnson and the others, "Gentlemen! I made this Statue as a Model of a Man. now though it is only of Clay & I wafted it here in a Breath, still with all your efforts, you can neither move it from its Base, or inflict the slightest Injury upon it. its innate strenght [sic] will defy all your Puny attempts." Liberty's followers enjoin, "Why I think it's a Beautifull Statue," and "So do I! Hurrah! for the Clay Statue." "The Clay Statue," though tentatively dated 1849 by Weitenkampf, must have appeared in 1850, certainly after Henry Clay's presentation of the compromise in January and probably as late as the spring, at the height of the Galphin controversy.|Drawn by John L. Magee.|Pubd. by John L. Magee 34 Mott St. N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 98.|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 1850-9.