The Students Will learn about Colonial Times. They will learn about the people, their jobs, housing, food etc. After they read out the text book and watch some supplimental videos, They will write a paragraph in their own perspective if they were a colonist in the 1700's. They will answer questions like:-How would you feel?-What would be your Job? Where would you sleep?-How would your everyday routine go?And these questions do not limit them. They can be more ellabrate if they wish to be. The writing need to be detailed and well thought out. They should use what they learned in the classroom  to help shape a fictional version of themselves in the 1700's as colonists.

OverviewThe medium we choose to communicate a message can affect how that message is conveyed and how well the message will be understood by the receiver of the message.  This lesson gives the students a concrete way of seeing the effect a medium has on a message.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"

Throughout this problem-based learning module students will address real world skills. Students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and surroundings.  Students/teams will be encouraged to use the internet for research purposes in their design phase. What components should be included for a modern, updated classroom? Students will utilize various online platforms to design an ideal, modern, 21st century “dream classroom”.  Students will incorporate components that would meet the needs of all learners and a classroom that would be able to integrate technology. These classrooms can be shared with relevant individuals in the community and others in the school building.

In this problem-based learning module, students will be given the chance to plan their idea of the perfect party.  They are given a budget of $2,500, this is the maximum amount of money they can use.  The goal is for students to plan a party that they think people would want to attend and would enjoy being a part of.  The students will need to come up with categories of what their party will need (food/drink, decorations, entertainment, location, etc).  These will then be the stations students will move at their own pace through to complete the party planning.  At each station they will need to identify what they are doing to have/do for the party and how much it will cost.  They will then have to figure out the unit cost (cost per person) for that category. The final station should allow for students to find the total cost of their part and total unit cost per person for the party.  If the total cost exceeds $2,500 students should make adjustments as needed.Students will then create an advertisement (commercial, flyer, poster etc.) to promote their party as the “PARTY OF THE YEAR!”Students will then present these advertisements to school staff, parents, administrators etc. to vote on the party they would want to throw for their own child. They should take into consideration cost per person, entertainment, and enjoyment of the party.

How does the media influence peoples’ opinion of the government during a national crisis? Students will read several articles on a current (or historical) national crisis and write an argumentative essay analyzing how the media influences the opinion of the people toward the government during a national crisis using relevant evidence from both current and historical resources.

A colourful and fun superhero-themed slideshow presentation designed to teach students how to create effective slideshow presentations. A Google slides presentation that you can adopt / adapt for your classroom. Best suited for grades 5-8 but may work in higher grades too.

Outlines 7 tips for effective slideshow presentations:

1. Fantastic Fonts
2. Stupendous Size
3. Terrific Text
4. Cool Colours
5. Glorious Graphics & Videos
6. Sensational Slides
7. *BONUS* Incredible Interactions

This is an English language arts lesson and the lesson introduces evidence as something that is necessary to support your claims within persuasive writing. Evidence helps demonstrate the relationship between ideas and words within the claim that should be the key ideas within the essay, passage, or to support a claim. Learners will practice using this evidence to support their claim about their topic, then they will find one piece of evidence from an article on that topic.

The objective of this lesson is to learn what a dictionary is, how it is arranged, and how to find words to determine its meaning or definition.

A brief background is presented on the ghazal form before assigning students to create their own poem.

In this lesson, students will learn the defining characteristics of an ode. They will examine model texts from published authors and identify poetic devices at work in an ode. Ultimately, students are invited to compose an ode of their own.

This collection uses primary sources to explore the Hudson River School. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Grade 11-12 Unit, Are Humans Good or Evil, modified to match 10th Grade Common Core standards.

In this video segment from Between the Lions, Tammy Lionette (Cleo) and Jasmine Guy sing about the confusing sound of the letter "h" in a Western style while a pelican, chicken, and hound make up the band with monkeys as backup singers. Featured vocabulary includes: hung, hard, hear, hope, heavy, hassled, hold, head, howl, hound, handle, hard, hard, harassed, hackles, huff, hung, had, hung, and had. This video segment provides a resource for Fluency, Phonemic Awareness, Phonics, Vocabulary, Language and Vocabulary Development, Letter Knowledge Awareness, and Phonological Awareness. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.

What lessons can we learn about genetically engineered organisms from the example of the jabberjay, a fictional bird in the movie “The Hunger Games”? In this lesson, students discuss the definition of genetically modified organisms, learn about the risks and benefits of research on G.M.O.’s, explore the growing do-it-yourself biology movement, and develop proposals seeking to either restrict or permit research into genetically modifying the avian flu virus.

Is a real life Jabberjay that far away? In this lesson, students will explore the concept of genetic engineering, how genetically modified organisms are created, and some of the safety concerns that have arisen about them. Students will also examine the D.I.Y. Biology movement and the impact it is having on the scientific community.

Henry Clay is the hunter, and various Democrats his quarry. Clay wears a fringed buckskin outfit and coonskin cap reminiscent of Davy Crockett and the Western characters of the contemporary stage, such as Nimrod Wild-Fire or Jibbenainosay. (In Bucholzer's earlier cartoon "Treeing Coons," no. 1844-20, James Polk wears a similar costume.) He grasps a rattlesnake with the head of incumbent President John Tyler. In his belt are two trophies, the Van Buren fox and Polk goose. He stands on the trunk of a felled "Hickory" tree (an allusion to Democratic patriarch Andrew Jackson), while an eagle hovers over him displaying a ribbon with the Whig campaign slogan, "Honor To Whom Honor Is Due." Clay says, "Thus perish the enemies of my Country, and of the People, who have honored me with their suffrages!" To the left stands Clay's running-mate Theodore Frelinghuysen, holding John C. Calhoun and Thomas Hart Benton by the seats of their trousers. He addresses Clay, "Here, noble Hunter! I have found two non-descript Animals! One of them is continually bawling about mint drops! and the other is yelling about disunion and nullification!" "Mint drops," slang for gold coin, were popular symbols of Benton's hard-money philosophy. Calhoun's leadership in the South's movement for nullification of the federal tariff of 1828 marked him as an advocate of disunion.|Entered . . . 1844 by J. Baillie.|Lith & pub by James Baillie 118 Nassau St. N.Y.|Signed: H. Bucholzer.|The Library's impression of "The Hunter of Kentucky" was deposited for copyright on August 23, 1844.|Title appears as it is written on the item.|Weitenkampf, p. 74.|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 1844-39.

A tableau dramatizing the brutal tactics employed by Zachary Taylor as commander of U.S. forces against the Seminole Indians during the Second Seminole War (1835-42). Taylor, on horseback at right, presides over a scene of devastation and carnage. Soldiers aided by bloodhounds relentlessly pursue retreating Seminoles, including a multitude of women and children who flee in panic to the left. A wounded dog lies on the ground in the lower right, while another lunges at the throat of a Seminole brave who shields a woman and child at left. A village burns in the distance In the center an officer standing with his back to the viewer points out the slaughter to Taylor, who exclaims, "Hurra! Captain, we've got them at last, the dogs are at them--now forward with the Rifle and Bayonet and "give them Hell Brave Boys", let not a red nigger escape-, show no mercy-, exterminate them, -this day we'll close the Florida War, and write its history in the blood of the Seminole--but remember Captn., as I have written to our Government to say that the dogs are intended to ferret out the Indians, (not to worry them) for the sake of consistency and the appearance of Humanity, you will appear not to notice the devastation they commit."|Entered . . . 1848 by James Baillie.|Published by James Baillie, 87th St. near 3rd Avenue N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 96-97.|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 1848-20.

The artist attacks abolitionist, Free Soil, and other sectionalist interests of 1850 as dangers to the Union. He singles out for indictment radical abolitionist William Lloyd Garrison, Pennsylvania Free Soil advocate David Wilmot, New York journalist Horace Greeley, and Southern states' rights spokesman Senator John C. Calhoun. The three wear fool's caps and gather, like the witches in Shakespeare's "Macbeth," round a large, boiling cauldron, adding to it sacks marked "Free Soil," "Abolition," and "Fourierism" (added by Greeley, a vocal exponent of the doctrines of utopian socialist Charles Fourier). Sacks of "Treason," "Anti-Rent," and "Blue Laws" already simmer in the pot. Wilmot: "Bubble, bubble, toil and trouble! / Boil, Free Soil, / Ther Union spoil; / Come grief and moan, / Peace be none. / Til we divided be!" Garrison: "Bubble, bubble, toil and trouble / Abolition / Our condition / Shall be altered by / Niggars strong as goats / Cut your master's throats / Abolition boil! / We divide the spoil." Greeley: "Bubble, buble [sic], toil and trouble! / Fourierism / War and schism / Till disunion come!" In the background, stands the aging John Calhoun. He announces, "For success to the whole mixture, we invoke our great patron Saint Benedict Arnold." The latter rises from the fire under the pot, commending them, "Well done, good and faithful servants!"|Entered . . . 1850 by J. Baillie.|Published by James Bailley, 87th St. near 3d. Avenue, N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 101.|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 1850-7.

An optimistic Unionist boast, issued early in Lincoln's presidency, predicting the summary defeat of the Confederacy. Abraham Lincoln (at left) stands over the shield of the United States and a bald eagle, and fends off the sword of a bewhiskered secessionist. To the far left Lincoln's predecessor James Buchanan flees, saying, "I am glad I am out of the scrape!" He wears horns and has the words "Something rotten in Denmark" written on his clothing. Lincoln declares, "Just in time!" The secessionist wears a large-brimmed planter's hat, and has a pistol in his belt. He says, "Now or never" as his troops retreat into the background. Behind him federal troops under Union commander Winfield Scott approach. Scott says, "This is the way we serve all Traitors!" His lead soldier, holding up a noose, responds, "I am ready!" Behind are more Union troops, and a gallows. A domed building, possibly the Capitol at Washington, appears in the distance at left.|Copyright secured by Carl Anton, Cincinnati.|The print was deposited for copyright in the District Court for Cincinnati on May 24, 1861.|Title appears as it is written on the item.|Weitenkampf, p. 126.|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 1861-27.