Flights of Fancy Story Time Pre and Post Visit Materials Bessie Coleman Companion Learning Lab
Flights of Fancy Story Time Pre and Post Visit Materials Bessie Coleman Companion Learning Lab
A slideshow version of the Flights of Fancy Story Time Bessie Coleman learning lab. An alternative to using the Smithsonian Learning lab website
A slideshow version of the Flights of Fancy Story Time Bessie Coleman learning lab. An alternative to using the Smithsonian Learning lab website
A slideshow version of the Flights of Fancy Story Time Bessie Coleman learning lab. An alternative to using the Smithsonian Learning lab website
Flights of Fancy Story Time Pre and Post Visit Materials Dr. Mae Jemison Companion Learning Lab
Flights of Fancy Story Time Pre and Post Visit Materials Dr. Mae Jemison Companion Learning Lab
A slideshow version of the Flights of Fancy Story Time Dr. Mae Jemison learning lab. An alternative to using the Smithsonian Learning lab website
A slideshow version of the Flights of Fancy Story Time Dr. Mae Jemison learning lab. An alternative to using the Smithsonian Learning lab website
A slideshow version of the Flights of Fancy Story Time Dr. Mae Jemison learning lab. An alternative to using the Smithsonian Learning lab website
This is a 21 day unit on the topic of floods. Students will plan and prepare for what might happen in the event of a flood in our area. We have had floods in the past that have affected the Walterville School, its campus, and the surrounding areas. Using this as a springboard, students will discuss the effects of flooding, do research and interview family members who have experienced flooding, and then discuss possible ways to prevent significant damage on the buildings and surrounding areas. They will then design a barrier that could protect an area from damage for a period of time. Students will need materials to conduct experiments. We have listed these in the lesson plan. We have also included a trip to the Leaburg Dam so that students can learn about dams and their uses. We plan on teaching this unit in the fall.
Students examine the collection of letters sent by Florence Nightingale to James George Fife, a Royal Engineer working on Indian irrigation systems. The letters reveal the deep concern for the Indian people that Nightingale possessed and the policies the British government used when dealing with colonial affairs. Across a series of activities and tasks, students will develop an argument on the feelings and treatment of colonial citizens and culminate the lesson by creating an essay summarizing their evidence and argument. Written for grades 9-10, aligned with ELA History and Social Studies standards.
This collection of letters shows Nightingale’s concerns and her challenges with developing policies that would be beneficial to the poor and sick. Nightingale’s primary concern here is sanitation and the care of wounded soldiers. The letters also contain a peek into Nightingale’s private life, describing her views on poetry, plants, and her love of the countryside. Across a series of activities and tasks, students will use the letters as a catalyst to respond to domestic issues and politics during the 1800’s.
This collection of letters shows Nightingale’s concerns and her challenges with developing policies that would be beneficial to the poor and sick. Nightingale’s primary concern here is sanitation and the care of wounded soldiers. The letters also contain a peek into Nightingale’s private life, describing her views on poetry, plants, and her love of the countryside. Across a series of activities and tasks, students will use the letters as a catalyst to respond to domestic issues and politics during the 1800's.
In this lesson designed to enhance literacy skills, students learn about the unique environment of southern Florida's Everglades and gain insights into the interrelatedness of living things, nonliving things, and climate.
Want to know a secret? Flowers actually ‘talk’ to animals! This beautifully written and illustrated informational text is a delightful way to introduce the symbiotic relationship between plants and pollinators. Full of interesting facts and told from the perspective of a “prickly” cactus, this book will enlighten and entertain your audience.Grade Level: 2nd-5th Lexile Level: 570L Guided Reading Level: Q Genre: Informational Text
South Carolina struggles against the outgoing Buchanan administration in an attempt to "smash the Union up!" The artist uses the age-old pictorial conceit of two parties pulling on the different ends of a cow, while a man in the middle (in this case identified as "Georgia") happily milks the beast. The cow is emblazoned with the statement, "The Union. I have a good Constitution, and can stand a pretty strong pull!" The cartoon no doubt refers to South Carolina governor Francis Pickens's attempts early in 1861 to attract other Southern states to the secessionist cause. The artist clearly sympathizes with James Buchanan's efforts to preserve the Union. As Pickens expresses his intent Buchanan vows, "Not if I can prevent it governor!" The cow also speaks, "Governor, if you pull too hard on my tail, I'll kick you into the Atlantic Ocean." Toombs chimes in, "Pull away boys!! Georgia will get the cream of this joke!!" as he draws milk into a pail labeled "City of Savannah." The artist may be referring to Georgia's exploitation of the conflict to seize federal Fort Pulaski at Savannah on January 3. (Georgia's perfidy is cited again in "The Southern Confederacy A Fact!!!," no. 1861-22.) Although the print has no imprint it is, as Weitenkampf asserts, clearly the work of Currier & Ives.|Published by Currier & Ives, New York.|Title appears as it is written on the item.|Gale, no. 2256.|Weitenkampf, p. 128.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1861-5.
This online lesson provides perspectives from Native American community members, images, objects, and other sources to help students and teachers understand the efforts of Native Nations of the Pacific Northwest to protect and sustain salmon, water, and homelands. Scroll to begin an exploration of the Pacific Northwest history and cultures.
Food! is a freely available community research guide developed by the Smithsonian Science Education Center (SSEC) in partnership with the InterAcademy Partnership as part of the Smithsonian Science for Global Goals project. These Smithsonian Science for Global Goals community research guides use the United Nations Sustainable Development Goals (SDGs) as a framework to focus on sustainable actions that are defined and implemented by students.
Food! is a module broken up into seven parts. Each part contains a series of tasks to complete. Each task contains additional resources to support that task. We have provided a suggested order for the parts and tasks. However, the structure of the guide hopefully allows you to customize your learning experience by selecting which parts, tasks, and resources you would like to utilize and in what order you would like to complete them.
A figurative portrayal of the presidential race of 1824. A crowd of cheering citizens watch as candidates (left to right) John Quincy Adams, William Crawford, and Andrew Jackson stride toward the finish. Henry Clay has dropped from the race and stands, hand on head, on the far right saying, "D--n it I cant save my distance--so I may as well "draw up."" He is consoled by a man in riding clothes, "Well dont distress yourself--there'll be some scrubbing by & by & then you'll have a chance." Assorted comments come from the crowd, reflecting various sectional and partisan views. A Westerner with stovepipe hat and powder horn: "Hurra for our Jacks-"son."" Former President John Adams: "Hurra for our son "Jack."" Two men in coachmen's livery: "That inne-track fellow [Crawford] goes so well; that I think he must have got the better of the bots [boss?]." and "Like enough; but betwixt you & I--I dont think he'll ever get the better of the "Quinsy."" A ragged Irishman: "Blast my eyes if I dont "venter" a "small" horn of rotgut on that "bald filly" in the middle [Adams]." A Frenchman: "Ah hah! Mon's Neddy I tink dat kick on de "back of you side" is worse den have no dinner de fourt of july." In the left background is a platform and an inaugural scene, the "Presidential Chair" with a purse "|(Swann Fund Purchase)|Crackfardi Delt. et Sct. (David Claypool Johnston, Boston).|The print probably appeared late in the election campaign, as Weitenkampf cites an impression in the New York Public Library with the copyright legend "Entered . . . Oct. 6, 1824." The Library's impression has only the title and signature.|Title appears as it is written on the item.|Century, p. 32-33.|Johnson, no. 41.|Murrell, p. 106, 108.|Weitenkampf, p. 21.|Purchase; Caroline and Erwin Swann Memorial Fund.|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 1824-4.