A fond yet sardonic tribute to the aging Massachusetts statesman Daniel Webster, whose final bid for the Whig presidential nomination was defeated by Winfield Scott in 1852. The artist is wryly critical of the apparent Whig predilection for military candidates. The print seems to have appeared in the fall of 1852 (the Library's copyright deposit impression was registered on September 18), at around the time Webster, running as an independent candidate, withdrew, mortally ill, to his estate at Marshfield. He died on October 24, 1852. Webster is shown as a schoolboy, standing before the U. S. Capitol building, holding the hand of Columbia, a young girl with an American flag as a sash. In her free hand, she holds a pole topped with a Phrygian cap. Nodding coyly, Columbia says, "Though my Guardians at Baltimore won't let me have you--believe me, Daniel, I love and honor you for all your past devotion and services, and can never forget you. If you had neglected your "Books" and "Slate," and attended more to "Fencing" and "Gymnastics," you might have succeeded better." Webster stoically responds, "Notwithstanding the past, I am still your friend, and when you are in difficulty you may command my services." In the foreground lie his books, slate, and cap. In the background, two unidentified men are engaged in a fencing match.|Carter & Conant, Publishers, 4 Cornhill Court, Boston.|Entered . . . 1852 by Carter & Conant. |Signed with monogram: WC or "HC".|Title appears as it is written on the item.|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 1852-37.

In small groups and class discussion, students share knowledge about Christopher Columbus and his voyages, learn about the impact of Columbus, and consider some ecological and political results of the encounter.

A gently satirical commentary on Zachary Taylor's bid for the presidency. In a small office Taylor, hat in hand, is interviewed by a young Brother Jonathan, who sits in a rocking chair with his legs propped up on a "Treasury" strong-box. Jonathan smokes a cigar and stirs a mint julep which, together with a bottle of gin, rests on the table next to him. The various parts of his chair are inscribed symbolically: "Our Rights" (chair back), "Citizenship" (armrest), "Constitution" (seat), and "Freedom" (runner). Posted on a wall behind him is a map of the United States and a notice "White House to Let 4 Years lease from March 4th 1848. Terms moderate." At the far left a writing desk is visible. Taylor stands near the door at right, touching his forelock with his hand. In the dialogue, printed in the lower margin, Jonathan instructs Taylor on anti-subtreasury, soft money Whig fiscal doctrine. Jonathan: "Ah! Youre the Party that wants to Rent my Farm Eh!" Taylor: "If you Please Mr. Jonathan sir, I'm an old Soldier sir. Served in the Mexican Campaign sir." Jonathan: "Very well Mr. Taylor you can have it on one condition, that you offer no obstruction to the removal of the Subtreasury nuisance, so Detrimental to the River Currency, which as you know, sets all my Factories and Workshops a going."|Lith. & pub. by H.R. Robinson 31 Park Row N. York. (Adjoining Lovejoy's Hotel.|Title appears as it is written on the item.|Weitenkampf, p. 97-98.|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 1848-40.

This resource introduces, suggests, and proposes multiple approaches for making Joan Didion's essay more accessible while trying not to oversimplify it. 

A bitterly anti-Lincoln cartoon, based on slanderous newspaper reports of the President's callous disregard of the misery of Union troops at the front. The story that Lincoln had joked on the field at Antietam appeared in the "New York World." Holding a plaid Scotch cap (see "Abraham's Dream--"Coming Events Cast Their Shadows Before,"" no. 1864-42), Lincoln stands on the battlefield at Antietam, which is littered with Union dead and wounded. He instructs his friend Marshal Lamon, who stands with his back toward the viewer and his hand over his face, to "sing us PĚ_Ąicayune Butler,' or something else that's funny."|Signed with monogram: CAL?|Title appears as it is written on the item.|Century, p. 110-111.|Lorant, p. 263.|Weitenkampf, p. 141.|Wilson, p. 292-293.|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 1864-30.

The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read-alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Different Lands, Similar Stories; Fables and Stories; The Human Body; Early World Civilizations; Early American Civilizations; Astronomy; Animals & Habitats; Fairy Tales; and History of the Earth.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' €abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read_alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Nursery Rhymes and Fables; Five Senses; Stories; Plants; Farms; Kings and Queens; Seasons and Weather; Colonial Towns; and Taking Care of the Earth.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Achieve and the U.S. Education Delivery Institute have developed a practical Common Core Implementation Workbook for all states in the Partnership for Assessment of Readiness for College and Careers (PARCC).

The workbook uses a proven performance management methodology known as “delivery” to lay out clear action steps for states and districts. It provides relevant information, case stories of good practice, key questions and hands-on exercises for leadership teams to complete together. Regardless of your state's timeline, the workbook offers state and district leaders the means to plan for the CCSS and then drive successful implementation.

This textbook follows California Language Arts Standards for grades 9-12 to provide a generalized understanding of composition and to serve as a supplementary aid to high school English teachers.

What does it take to be successful in the workplace? This unit provides students with the opportunity to examine this question, evaluate what others say and form their own voice, and finally to express and share what they find. The materials are for the instructor and provide options to adapt to specfic students. learning needs,  and time frame.

This learning resource is a product of our involvement in the GoPro Learning Challenge. As part of our Community Garden series, it develops learner knowledge and skills in the following areas: deepened understanding of the tomato plant/fruit, it's dietary/cultural significance, preparation of soil/roots for planting, proper positioning of tomato plants for optimal growth, and protection of young plants in a home garden. Learners will be asked to engage with the resource and demonstrate their acquisition of knowledge/skill by presenting acquired knowledge and demonstrating proficiency in the various components of proper planting.

A fun writing practice using comparative adjectives that involves eating cookies. Lesson plan was designed for small group of ELL (ESOL) students, but can be easily taught in a regular mainstream classroom.

This resource is a one day lesson plan to give studetns instruction in comparing characters across two texts by the same author. Prior to this lesson, students should have read and discussed Pop's Bridge by Eve Bunting. This lesson will build on that story by comparing the characters in Pop's Bridge with The Wall.

Comparing and contrasting our experiences with friends and family help us better understand our own identity.  Students will learn comparison/contrast language and practice using it through an activity, two different graphic organizers, classroom discussion and conversations with their parents to better understand each other, their parents and themselves.

The Comparison and Contrast Guide outlines the characteristics of the genre and provides direct instruction on the methods of organizing, gathering ideas, and writing comparison and contrast essays.

Complete Links of eBooks Gender Equality For All eTwinning Project

Students will read the complex text on compost and use the outdoor space to verify or deny the content of the text in the real-world setting.

FreeReading is an open source instructional program that helps educators teach early literacy. Because it is open source, it represents the collective wisdom of a wide community of teachers and researchers. FreeReading contains Comprehension Activities, a page of activities to address important comprehension skills and strategies.