Drumbeats in Time is a collaborative effort between the Thorp School District and members of the Kittitas Band of the Yakama Nation. These units are designed to integrate local Native American oral history and interview skills into the social studies curriculum to help students gain understanding of the life and times of various members of the Kittitas Valley.The sixth grade unit focuses on accounts of modern life and past life in order to develop an understanding of cultural awarness in the future.

Where are the significant places, regions, and people in the Pacific Northwest?This fourth grade unit for Drumbeats in Time was produced by a team of teachers from Thorp School District, Washington in consultation with members of the Kittitas Band of the Confederated Tribes and Bands of the Yakama Nation

The Middle East conflict and terrorism are issues we hear about almost daily in the news. This lesson will use video clips from WIDE ANGLE's 'Suicide Bombers' (2004), Internet sites, and primary sources to examine the roots of the Middle East conflict. The video contains interviews with young Palestinians who participated -- or intended to participate -- in suicide bombings. These young Palestinians share the personal, religious, political and emotional reasons behind their participation in these suicide operations. This lesson could be used to review information about the three major monotheistic religions and their connections to Israel, to relate post-World War II policies to the current political state of the Middle East, and/or to get students to understand the roots of the terrorism that threatens the world we live in.

This document is a creative assignment that aligns with any dystopian novel and or short story. Students will view the sounds of dystopia and create a scene from the novel to accompany the sound.

This lesson plan is a remix from Effective Communication Using Past Tense. Its focus is to help English as a Second Language (ESL) learners in Adult Basic Education (ABE), Grade Level B, CCR Anchor 1 (SL.3.1-1d), Speaking and Listening Standards, differentiate past and present verb tenses. The context is communicating symptoms to a healthcare provider, but learners will apply this knowledge to create new knowledge in other contexts. Learners will engage in collaborative discussions (one-on-one, group, and instructor-led) with diverse partners, build on others' ideas, ask questions, and practice verbal and written use of past and present verb tenses.

 This course is designed to prepare students to score well on the English, reading, and writing sections of the ACT.  The following lessons focus on introducing students to strategies and reviewing key skills that will help them on the test.  Instructors can modify this course as necessary to fit with the needs of their students.  It’s even comprehensive enough that students can be assigned the course independently if instructors add links and instructions to the appropriate lessons to direct students to the practice sections that the instructor desires for students to complete.

This lesson uses the Lewis Carroll poem "Jabberwocky" to help students approach difficult, unknown vocabulary. The poem uses nonsense words, but with strong structural and context clues. By using multiple close-reading strategies, students gain confidence reading difficult text.

There can be many reasons why a family finds themselves facing a new country, a new language and even new customs. This program is aimed towards families attempting to learn English together, although it could work for anyone learning a new language. Learning the language of your new country can greatly lessen the stress of unfamiliar circumstances as well as bring the family closer by doing it together.

The methods are to write letters to each other, and thereby increasing vocabulary. Getting confident in writing, reading and understanding English while bonding as a family.

The purpose of this lesson is for students to practice and improve English conversation, writing, vocabulary, and reading through the lens of the Earth Day holiday (April 22nd). Also, students can brainstorm and share what we can do to preserve the Earth on a global or personal scale.

This is an ESL lesson meant for WIDA Level 1 or "Entering" ELLs that focuses on learning how to read and talk about an analog clock. It is built upon the principles of Brain-Based learning and teaching. Therefore, the lesson focuses on realia, sensory stimulus, and multimodality. 

Photo of the Earth & Moon created from images from the the Galileo spacecraft.

What is the role of an astronomer in different places around the world? Use this lesson extension to help students investigate astronomers in various societies and cultures.

This lesson explores ecosystems and how living things are interconnected and is presented in Spanish

This explore on your own student managed lesson explores ecosystems and how living things are interconnected.

This explore on your own student managed lesson explores ecosystems and how living things are interconnected and is presented in Spanish

Two scenes showing the differing perceptions of Franklin Pierce's stand on the issue of slavery, as viewed by the North and South. The cartoon is divided vertically by "Mason & Dixon's Line." An arrow identifies the left panel as the North and the right as the South. On the left, a group of men look skyward, holding tinted panels of glass through which to see an image of Pierce eclipsed by a black man. First man (far left): "There, Sir, look! if that is not the true Free Soil touch, pray where will you find it?" Second man, an abolitionist: "Well, well, upon my conscience in looking through your glass, I see the true Abolition eclipse! verily Franklin is one of us." A man holding copy of the New York "Tribune" exclaims, "Ay, it is true Congo!" A fourth man points up at the eclipse, saying, "The eclipse is very marked, you will observe!" To the right, four southern men also view an eclipse through tinted glass, but an eclipse in which Pierce's head overshadows the black man's visage. One man (second from right) comments: "It may be only fancy Sir: but it does not seem as if I could see something the other side which looks a little SHADY." A second man, seizing the glass: "Come, come now! Oh! my dear Sir! A man of your sense! you didn't hold the glass right, I assure you!" Another, a stout man holding an umbrella, observes: "Ah! that looks well! how they belied him about the Speech at New Boston." A fourth: "Do you see, Sir. No eclipse there. Nothing but the true orthodox color!"|Pubd. by John Childs, 84 Nassau St. N.Y.|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 1852-24.