This lesson looks at the natural resources that drew settlers to Alabama. Students will explore the 1818 letter from Joseph Noble to his friend, Samuel B. Bidgood, describing the town at Tuscaloosa Falls. Students will explain ideas within this historical text based on specific information presented in this primary source. Follow up lesson - Alabama: A Boundless Field of Speculation This lesson was created in partnership with the Alabama Department of Archives and History.

This article provides background information related to natural resources of the poles, and renewable and non-renewable energy.

The lesson content is connected to Alabama Course of Study SS2010 (4) which will explain why significant leaders of the Creek War disrupted the Alabama Creek Indian Headsmen and the government. The disruption would be solved through negotiation. The negotiating Creek Indians did not obtain full restoration of their land, however, they did accept a compromise. This lesson was created in partnership with the Alabama Department of Archives and History.

Washington state has developed a set of civics assessments that are multi‐stepped tasks or projects aligned to specific state standards, which target skills and knowledge necessary for engaged, informed citizenship.

Against the backdrop of the devastating 1930's Dust Bowl, this video segment adapted from Interactive NOVA profiles an organic farmer and the techniques he uses to conserve topsoil.

George Washington was the first President of the United States of America. He is often referred to as the “Father of Our Country”. In this seminar you will learn about his life and what led to him becoming president. By the end of this seminar, you will be able to construct support for choosing George Washington as our first President and explain what events in his life made him a leader.Standards5.1.4 D Identify key ideas about government found in significant documents: Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania Constitution5.1.4 C Explain the principles and ideals shaping local and state government.

The lesson will begin by students performing a think-aloud as they consider the similarities of five words: tornado, shelter, basement, underground, and safe room. Students will use a pros and cons graphic organizer as they read articles on three different types of tornado shelters: underground shelters, part of the house shelters, and prebuilt shelters. The students will find the advantages and disadvantages of each type of structure. At the end of the lesson, the teacher will create a table that lists all the shelters and the pros and cons of each. Students will then determine which shelter they feel is most efficient in an "exit slip" response. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Primarily Washington is the Washington State Library, Washington State Archives, and Legacy Washington's way of bridging the gap between the primary sources in our collections and the classroom. The State Library's goals include actions to promote education and life-long learning, as well as connect Washingtonians to their history. This portal will contribute to these efforts by containing content that will consist of digitized primary sources that have been partnered with curriculm developed by Washington State teachers. There are also featured exhibits for further study by students and all others wishing to learn more about the history of the Pacific Northwest.

Note: These primary sources include materials that reflect the attitudes, perspectives, and beliefs of different times. These materials are presented as part of the historical record. Inclusion of these materials does not mean endorsement of or agreement with any views expressed. But they provide opportunities for examining multiple perspectives, generating discussions and comparing and contrasting points of view over time.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there is no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all of the information provided in the statement, including exploring the websites, videos and / or and articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there is no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all of the information provided in the statement, including exploring the websites, videos and / or and articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

Pictures of Alabama State Capitols are provided in this lesson to give students the opportunity to research information that could help them to give their point of view. It will be up to the students to provide further information about the pictures. This will start a conversation about the best location for a capital city and its capitol building. This lesson was created as part of the Alabama Bicentennial Commission's Curriculum Development Project.

In this seminar you will learn about the Battle of Gettysburg, a very bloody battle. You will use the habit of mind applying previous knowledge as you learn about the Civil War and apply it to this specific battle. You will get to choose whether you would like to read, watch, or explore the Battle of Gettysburg through a virtual tour. You will learn why this battle was such an important one and describe some of the events that took place in an informational project!Standards5.2.U.BAnalyze strategies used to resolve conflicts in society and government.

Why is Harriet Tubman considered a hero?During this seminar, you will learn about one brave railroad conductor named Harriet Tubman. By the end of the seminar, you will identify and explain the characteristics she possessed that enabled her to save many lives. Using the complex reasoning skill of constructing support, you will relate several events from her life and experiences with the Underground Railroad to explain why Harriet Tubman is considered a hero.