This unit includes 5 lessons that culminates in a persuasive argument in the form of letter to congressional member or grant proposal to Duke Energy.

Using inquiry-based reading, students will explore an anchor text and then develop their own supporting questions to guide their research.

The oral traditions of Native American tribes in Oregon tell the story of continuous existence ofIndigenous people on this land. From the coast to the inland valleys, the Columbia Plateau to theGreat Basin, tribal people have maintained continuous and balanced relationships with Oregon’snatural environment since time immemorial.This connection between Indigenous people and place has always informed their approach to whatis now called land management. Indigenous people had a thorough understanding of seasonal ecosystems and ecoregions, and this knowledge of soil, water, plants, and animals helped themsurvive. Contemporary Native people in Oregon continue to draw on traditional Indigenous knowledge, also known as traditional ecological knowledge, to guide how they manage the land.In this lesson, students will explore the components and processes of traditional ecological knowledge through the lens of contemporary tribal projects being conducted across the state. Students will consider how tribes are stewards of their lands and natural resources and how they leverage their resources by collaborating with nonprofit and government agencies.

This lesson examines tribal stewardship of natural resources and the concept of a federal trust relationship between tribes and the U.S. government. More than a century of federal policy denied tribes the rights to control and manage the lands that were set aside for them as part of treaty negotiations. These lands are legally owned by tribes and Native American individuals but are held in trust by the U.S. government. In recent decades, tribes have fought and won many legal battles to establish the right to manage the natural resources on tribal land, as well as the right to hunt, fish, and use those resources in accordance with their traditions. Today, tribal agencies frequently collaborate with both state and federal government agencies, such as the Oregon Department of Fish and Wildlife and the U.S. Forest Service, to manage and protect the land.

This lesson is designed to apply Common Core State Standards and facilitate a comparison of informational texts and primary source material from the Scottsboro Boys trials of the 1931 and 1933, and the fictional trial in Harper Lee's novel, To Kill A Mockingbird (1960).

Tremendous Trees or Tree-mendous Trees encourages students to use inquisitive and creative behaviors, to think like a scientist. The module extends the Essential Strategies of Attributes and Questioning introduced in Kindergarten and First Grade. Students use questions to approach problems and identify attributes to sort, classify, and make inferences to create analogies on observational data about our world using this module for all students. The classroom teacher should work with a specialist or special educator to find or develop alternate activities or resources for visually impaired students, where appropriate.

This lesson plan was created by Stefanie Green as part of the 2020 NDE ELA OER Project. This Research Kick-Off lesson plan is designed for senior-level students and would most effectively be taught in collaboration between an English teacher and a school librarian. The lesson will take approximately 80 minutes. View the Google Slides presentation here: https://tinyurl.com/y5nvtbfu

This lesson plan was created by Carolyn Hance as part of the 2020 NDE OER Workshop. Educators worked with coaches to create quality curriculum that can be shared with others.The lesson plan is designed for Grade 8-9 English Language Arts students. Students will gain knowledge about the characteristics of short stories. Students will broaden the scope of literature by reading various classic short stories. A worksheet is provided that can be used as a formative assessment if desired.  This lesson plan addresses the following NDE Standards: NE.LA 10.1.1;    NE.LA 10.1.3.A;   NE.LA 10.1.5. A;  NE.LA 10.1.5.C;  NE.LA 10.1.6.B; NE.LA 10.1.6.D;  NE.LA 10.1.6.L; NE.LA 10.1.6.N;  It is expected that this lesson will take students approximately 10-14 class periods depending on grade level and individual student ability. This is a rough estimate.

In the accompanying lesson plan (found in the Support Materials) students will gain an understanding of the Shoshone tribe while learning about the Shoshone Parfleche from the WyomingPBS video.

LEARNING OBJECTIVES:

students will write 3-4 sentences stating/explaining how the Shoshone Parfleche is used.
Students will create an individual parfleche, designed with a line of symmetry, the use of a meter stick for specific measurements and the ability to use creativity to choose their own designs.

In this lesson, students will read and critically examine a letter from an Alabama farm owner to a U.S. Senator from Alabama regarding exemption status for the 1917 Selective Service Act on behalf of one of her workers. This primary source document will allow the students to practice evaluating a complex text. The students will answer active reading questions in order to participate in a "Philosophical Chairs" class debate regarding the merit of the farm owner's request. The Philosophical Chairs activity will allow the students to verbally articulate an argumentative position while specifically using textual evidence in order to be able to defend his or her position. *Note: Bibliography of resources used can be found at the end of the "Lesson Procedures Section" of this lesson. This lesson was created in partnership with the Alabama Department of Archives and History.

In this lesson designed to enhance literacy skills, students learn how animals' physical characteristics, such as jaw structure, are directly related to the function they perform when the animal interacts with its environment.

This lesson will give students a foundational awareness of the Indigenous, sovereign people groups who live in what is now known as Oregon—their history, their culture, and the issues that continue to impact them today. When undertaking the study of Indigenous people, it is important to begin with their long history on the land. Indigenous people have lived in Oregon for thousands of years, in established communities, with established social structures, languages, and cultures. They were—and are—deeply and inextricably connected to the land. It is also important to increase students’ awareness of the continued presence of Indigenous people groups in Oregon and to explore what it means to be a sovereign nation within the United States. This lesson will also help students begin to think about how the story of the American West (e.g., the Oregon Trail, westward expansion) has typically been told from a white settlers’ perspective and to consider how that history might look from the perspective of those whose ancestors were here for thousands of years before the settlers arrived. Finally, this lesson will enable students to identify the nine tribes in Oregon that are currently recognized by the federal government and to understand that all of Oregon was and still is Indian Country.

In this lesson designed to enhance literacy skills, students study a disease outbreak and the investigation that followed to understand the role that public health workers play in protecting the communities they serve.

OverviewThis remote hyperdoc activity was created by Katlyn Powers on July 26, 2020. The attached hyperdoc & lesson plan is designed for high school ELA students. Students will analyze and evaluate the elements of Smith's poem, build background knowledge to clarify and deepen understanding of metaphors, and use relevant evidence from a variety of sources to assist in analysis and reflection of Smith's poem. This lesson plan addresses the following NDE standards: NE.LA 10.1.5.C, NE.LA 10.1.5.D, NE.LA 10.1.6.C, NE.LA 10.1.6.I, NE.LA 10.1.6.M, NE.LA 10.2.2.BThis hyperdoc will take students approximately 90 minutes to complete.

This StageNotes® education guide includes lessons in History, Langauge Arts, Social Emotional Learning, and the Arts to be used in conjunction with an exploration of the Broadway play, Eclipsed.

This lesson begins with students viewing a Colbert Report program about his Super PAC. Then students read and discuss a profile of Colbert's political satire. A second reading examines some of the responses to it, positive and negative, and encourages students to discuss their own views. Readings include embedded links to Colbert's Super PAC ads. A homework assignment asks students to read Jonathan Swift's "A Modest Proposal," view additional clips of Stephen Colbert's program, and then compare and contrast these forms of satire.

StoryWorks Theater’s Teaching the Constitution Through Theater develops inclusive and transformative educational theater experiences that provides students with the opportunity to examine our history and to foster a deeper understanding of the U.S. Constitution. Through content consistent with school curriculum standards, the program engages students in experiential learning and inspires them to ask complex questions about the historical underpinnings behind contemporary issues. The process creates pathways to civic engagement, creates lasting memories and instills a tangible sense of social belonging. Now’s The Time opens at the dawn of Reconstruction, the Civil War has just ended but the nation is plunged again into crisis with the assassination of President Abraham Lincoln. Andrew Johnson ascends to the Presidency determined to restore white supremacy in the South. Congressional radicals led by Thaddeus Stevens are fighting for a different vision. They intend to create a new society of full racial equality, where Black Americans will have real economic and political power, including ownership of land confiscated from the rebels, education, suffrage and election to public office. This titanic political battle between President and Congress culminates in the first impeachment and trial of a U.S. president, and to more than 150 years of continuing violence and discrimination against Black Americans.View the complete play Now’s The Time on the StoryWorks Theater site. Implementation1. Now’s The Time Performance Classroom watches a prerecorded, staged reading of the play Now’s The Time, written by Jean P. Bordewich and Produced by StoryWorks Theater.2. Lesson Plan Activities Following the six lesson plan structure, students will read aloud or act out scenes from the play. This participatory interaction with the text and the historical events promotes a high level of engagement from the students and encourages experiential learning. These activities directly correspond to scenes in the play and to specific content area standards. Throughout the curriculum, teachers will lead guided discussions and help to explain the historical context and theme of each scene. Students/actors will have the ability to share their experiences having portrayed these historical figures. Students/historians will have the unique opportunity to work with primary source materials to further their understanding of the complexities of the era and to gain insight into the critical legislative debates of the time.

This lesson is designed for learners in adult basic education (low and high level adult secondary education). The purpose of this lesson is to teach a step-wise method that involves increased complexity reading material that assists learners with building a staircase type strategy for reading scientific and technology text proficiently. The lesson topic will include guiding students in how to ask themselves questions before during and after a passage. The questions will be used to build a staircase of information that can be compared to what they already know and personal experiences. This strategy will not only assist with appropriately answer reading passage questions but can be applied to reading and understanding complex texts for higher education and documents in the workplace.

Objectives of this mini unit:For students to explore the "universal call to action" laid out in the Sustainable Development Goals (SDGs) and consider how they may respond to that call;Build background knowledge about specific issues impacting the Arctic including: indigenous rights, indigenous health, biodiversity, tourism and marine pollution; Build background knowledge about specific issues impacting their local communtiy (using Michigan as a case-study) including: hunger, homelessness, poverty, youth violence and the environment;Create an action plan to address needs within their local communities driven by their unique passions, interests and skills;Consider the importance of impact vs intention when engaging with community action projects

This lesson plan was created by Carolyn Hance as part of the 2020 NDE OER Workshop. Educators worked with coaches to create quality curriculum that can be shared with others.The lesson plan is designed for Grades 9-12 English Language Arts students. Students will gain knowledge about summarizing non-fiction material. Students will create an original summary of non-fiction material provided.  This lesson plan addresses the following NDE Standards: NE.LA 10.1.6.M;  NE.LA 10.2.2.E;  NE.LA 10.1.6.AIt is expected that this lesson will take students approximately 2-3 class periods or 90-120 minutes, depending on grade level and individual student ability. 

The purpose of this lesson is to help students develop their paraphrasing and summarizing skills. Focusing on the I do, We do, You do method, the lesson is collaborative between teachers and students. Objectives:paraphrase information in a nonfiction textconnect like ideas and combine sentencescreate a summary of a piece of nonfiction edit writing for mechanics, usage, grammar, and spelling errorspublish a summary Approx. Time: one week