This activity is designed to help students understand the debates at the Constitutional Convention in 1787 that shaped America’s legislative branch of government. The primary goal of this activity is for students to discover how a compromise balanced the needs of large states and small states and how this led to the creation of the current House of Representatives and Senate.

In July 1790 Congress decided to move the seat of the federal government from its original site in New York to Washington, with Philadelphia as an interim capital. The unidentified satirist gives a cynical view of the profit opportunity which this presented for Philadelphians. A three-masted ship with a smaller boat in tow sails toward a fork in a river. It is being lured by a devil toward the lower fork (eventually leading to Philadelphia), which falls precipitously in a rocky cataract, and away from the fork which leads to the "Potowmack" river. A devil beckons them on, saying, "This way Bobby" (referring to Robert Morris, the alleged instigator of the move). A man in the bow of the ship remarks of the figurehead, "This looks more like a goose than an eagle's head." Behind him another says through a bullhorn, "Starboard your helm Coffer-- don't you hear your friend on the Rock." Another passenger waves a hat and shouts "Huzza for Philadelphia." A man (possibly Morris) holding the helm says, "I will venture all for Philadelphia." In the boat in tow the following conversation is in progress: "Cut the Painter [tow line] as soon as you see the Ship in danger." "I wonder what could have induced the Controller to sign our Clearance." "Self gratification I suppose for it cannot be any advantage to the owner." "If they had come round in the S. Union the constitution would not have been lost." "They might have known that the Ship would have been in danger by comeing this way." "Ay, Ay, I had best do it [cut the rope] now for I believe she is going to the devil." Below the falls, three men in a dinghy say, "If we can catch the cargo never mind the Ship," "Keep a sharp look out for a majority and the treasury," and "Ay, Ay that's what we are after."|The print was probably produced in New York. Weitenkampf erroneously dates it 1798.|Title appears as it is written on the item.|Munsing, no. 14.|Murrell, p. 47.|Weitenkampf, p. 12. |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 1790-1.

This interactive, scaffolded activity allows students to build an atom within the framework of a newer orbital model. It opens with an explanation of why the Bohr model is incorrect and provides an analogy for understanding orbitals that is simple enough for grades 8-9. As the activity progresses, students build atoms and ions by adding or removing protons, electrons, and neutrons. As changes are made, the model displays the atomic number, net charge, and isotope symbol. Try the "Add an Electron" page to build electrons around a boron nucleus and see how electrons align from lower-to-higher energy. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The Concord Consortium develops deeply digital learning innovations for science, mathematics, and engineering. The models are all freely accessible. Users may register for additional free access to capture data and store student work products.

This interactive activity helps learners visualize the role of electrons in the formation of ionic and covalent chemical bonds. Students explore different types of chemical bonds by first viewing a single hydrogen atom in an electric field model. Next, students use sliders to change the electronegativity between two atoms -- a model to help them understand why some atoms are attracted. Finally, students experiment in making their own models: non-polar covalent, polar covalent, and ionic bonds. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology.

This concept-building activity contains a set of sequenced simulations for investigating how atoms can be excited to give off radiation (photons). Students explore 3-dimensional models to learn about the nature of photons as "wave packets" of light, how photons are emitted, and the connection between an atom's electron configuration and how it absorbs light. Registered users are able to use free data capture tools to take snapshots, drag thumbnails, and submit responses. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology.

In this lesson, djembefola Weedie Braimah will introduce students to the cultural traditions of drumming in Congo Square. Students will collaboratively plan and design a community “Square” that represents a collective cultural space.

- Discuss the western African music traditions of Congo Square in New Orleans.
- Describe the essence and purpose of Congo Square.
- Examine personal, social, and cultural identities.
- Identify personal, social, and cultural traditions.
- Design a common cultural community space for expressing music, history, and culture.
- Present cultural community space concepts to an audience.

Preservation Hall Lessons is designed for all K-12 teachers or educational professionals that want to foster the culture and history of New Orleans music genres. The lessons can be integrated into general content areas like Language Arts, Math, Social Studies, and Science, or beginning to advanced Music Education studies.

A crude portrayal of a fight on the floor of Congress between Vermont Representative Matthew Lyon and Roger Griswold of Connecticut. The row was originally prompted by an insulting reference to Lyon on Griswold's part. The interior of Congress Hall is shown, with the Speaker Jonathan Dayton and Clerk Jonathan W. Condy (both seated), Chaplain Ashbel Green (in profile on the left), and several others looking on, as Griswold, armed with a cane, kicks Lyon, who grasps the former's arm and raises a pair of fireplace tongs to strike him. Below are the verses: "He in a trice struck Lyon thrice / Upon his head, enrag'd sir, / Who seiz'd the tongs to ease his wrongs, / And Griswold thus engag'd, sir."|The Library has three states of the print. Dayton, Condy, and Green are identified by keyed references in the (plate) margins of the second and third states. In all three "Congress Hall, in Philada. Feb.15.1798" is inscribed in the lower right corner. In the second and third this is followed by "S.E.Cor.6th & Chesnut St." In the third only, the number 17 appears in the upper right. Weitenkampf lists four states, some of which (including two of the Library's impressions) appear to be later restrikes. The call numbers are: PC/US - 1798.A000, no. 1 (A size) (first state); PC/US - 1798.A000, no. 2 (A size) (second state); PC/US - 1798.A000, no. 3 (A size) (third state).|Title appears as it is written on the item.|Fowble, no. 329.|Murrell, p. 43, 45.|Weitenkampf, p. 12.|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 1798-1.|Exhibited in: Creating the United States, Library of Congress, 2008.

A rare anti-North satire, probably dealing with either the Crittenden Compromise or the Douglas Compromise. Proposed in December 1860 in the form of several constitutional amendments, the former called for restoration of the Missouri Compromise line and prohibition of slavery north of it. Stephen Douglas's compromise, an alternative proposed immediately thereafter, offered two similar amendments but also advocated settlement of the slavery issue by popular sovereignty. "Congressional Surgery" reflects the viewpoint of the lower South, which rejected both compromises. "Doctor North" (Pennsylvania congressman Thaddeus Stevens) sits with hands folded in a chair at left, a young black crouching beside him. On the doctor's desk rests a wooden leg labeled "Constitutional Amendment." The Doctor says, "Help you! Of Course! We will first, with your assistance, take you off your legs, & then fix you up nicely on these Constitutional Amendments." His patient "South," a tall bearded man with his left arm in a sling, replies, "Can't see it." Behind the desk are several crutches and bookshelves holding a bottle of "Black Draught" and a skull.|Signed: A. Del.|Title appears as t 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 1860-44.

This unit is designed to build inquiry about and interest in the themes and topics woven throughout Educurious’s multi-unit Washington State History course. To start off, students discover and share how they are connected to their classmates by participating in a “Web of Connectedness” activity. Throughout the unit, students engage in mapping, data visualization, and cost-benefit analyses in order to unpack the theme of connectedness and answer the unit driving question: How are people in Washington connected to each other and the rest of the world? As students learn about resources, economies, innovations, people, and places in Washington, they draft a series of six interactive community boards that educate others about the ways in which people are connected. For the culminating product of this unit, student teams finalize one of their six draft community boards to help students in their school make connections between themselves, Washington, and the world.

A sheet music cover for a postwar song lamenting the fall of the Confederacy. A ragged Confederate flag stands draped over an abandoned cannon, which sits in a landscape overgrown with grass and weeds. Almost hidden in the grass is the stock of a rifle.|Entered . . . 1866 by A. E. Blackmar . . . Louisiana.|Lith. Feusier, Hoyle & Co. No. 9, Commercial Place. N.O.|New Orleans. Published by A.E. Blackmar. 167 Canal St.|The Library also has a redrawn version, identical except that the lithographer's imprint is missing.|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 1866-2.

Students use Library of Congress primary sources to examine the controversies inherent in conservation programs.

Students use Library of Congress primary sources to examine the forces that shaped the Declaration of Independence, Articles of Confederation and the Constitution.

One of a number of highly racist posters issued as part of a smear campaign against Pennsylvania Republican gubernatorial nominee John White Geary by supporters of Democratic candidate Hiester Clymer. (See also nos. 1866-6, 1866-7, and 1866-8.) Indicative of Clymer's white-supremacy platform, the posters attack postwar Republican efforts to pass a constitutional amendment enfranchising blacks. In "The Constitutional Amendment" a group of black men are shown crowding ahead of two white veterans and other whites toward a door marked "Polls." One veterans complains, "Surely, we did not fight for this." Another remarks, "I thought we fought for the Union." A straggly bearded man encourages the blacks, "Come on, my brave boys, you saved the Nation." The black response is, "Dat's so Brudder Yank, and you need our votes now. De poor White Trash must stand back." At right two more white men complain, "Negroes rule us now," and "We have no chance here." On the left is a column of text: "Geary Is for Negro Suffrage. Stevens [Pennsylvania representative Thaddeus Stevens] Advocates it. Forney [Pennsylvania senator John W. Forney] Howls for it, McClure [Alexander K. McClure, Pennsylvania Republican chairman] Speaks for it. Cameron [Pennsylvania Republican boss Simon Cameron] Wants it. The League Sustains it. They are rich, and want to make The Negro the Equal of the Poor White Man, and then rule them both." At right are the names of candidates for Congress that supported black voting rights. Below is the commentary: "The Radical Platform--ˆ_ăˆ_Óegro Suffrage the only Issue!' Every man who votes for Geary or for a Radical Candidate for Congress, votes as surely for Negro Suffrage and Negro Equality, as if they were printed on his ballot."|Block signed: Reynolds N.Y.|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 1866-5.

An integrated language arts and social studies unit designed to develop student’s literacy skills while giving them an understanding of the general purpose of government, the structure and processes of Washington’s state government, and the rights and responsibilities of citizenship. The unit culminates with an optional mock legislature simulation that has students write and argue for a bill.

Using Construct-a-Word, students learn letter-sound correspondence by combining a beginning letter or blend to a word ending to create words.

After reading "The Tempest" or any other play by William Shakespeare, students work in small groups to plan, compose, and perform a choral reading based on a character or theme.

Students will construct a paragraph using an organizational strategy (TIQA-TIQA-C) and apply that strategy as they write about and characterize the protagonist in Richard Connell's "The Most Dangerous Game."

On this OER, My group and I focused on Content Learning Center, and we focused  on how students and teachers were able to include centers into their curriculm. 

In this lesson, students learn why it is important to have personal values. Students will identify a list of core values and discuss how to bring these values into their everyday life and communities.