All resources in School District of South Orange & Maplewood

Social Sciences: Geography and Mapping Traditional Lands

(View Complete Item Description)

Native American people have lived in the area “now known as Oregon since time immemorial (long predating European contact and beyond human memory). During the era of colonialism— and even into the 21st century—non-Native people often portrayed the North American continent as a vast wilderness that was virtually unpopulated when they arrived. This could not be farther from the truth. In Oregon alone there were dozens of tribes, each with its own ancestral territory and rich cultural history. There was not a single region of Oregon that did not have an Indigenous tribe or band living within it. Despite disease, genocide, forced assimilation, and cultural suppression, many of these tribes managed to survive, and they continue to carry their cultural traditions forward as sovereign tribal nations. To survive, however, required giving up vast areas of their ancestral territory, sometimes by way of treaties and sometimes as a result of force. The two activities in this lesson will give students an essential understanding of the rich diversity of Native American tribes that existed in Oregon prior to European settlement, the current territory of the nine federally recognized tribes in Oregon, and the inseparable bond between Native people and the land.

Material Type: Lesson, Lesson Plan

Authors: Renée House, April Campbell, Oregon Open Learning

Social Sciences: The Importance of Treaties

(View Complete Item Description)

From 1774 to 1871, the U.S. government negotiated hundreds of treaties with individual NativeAmerican tribes. These negotiations were conducted on a government-to-government basis,with the understanding that tribes were sovereign nations with an inherent right to self-governance and self-determination. This lesson will provide students with an understanding of the history and impact of treaty-making between Native American tribes in Oregon and the U.S. government. Thereare six activities.  

Material Type: Lesson, Lesson Plan

Authors: Aujalee Moore, April Campbell

3rd Grade History Unit: Geography & Cultures of North America

(View Complete Item Description)

The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling questions, “Where are we?” and “Who are we?” Through these two questions students will understand where they live and where people around the world live. Students will also dive into the term “culture” and define it through many characteristics. Students will examine and reflect upon their own culture and research different cultures of North America.

Material Type: Unit of Study

Authors: Leslie Heffernan, Morgen Larsen

The Fish Wars: What Kinds of Actions Can Lead to Justice

(View Complete Item Description)

This online lesson provides perspectives from Native American community members and their supporters, images, news footage, an interactive timeline, and other sources about an important campaign to secure the treaty rights and sovereignty of Native Nations of the Pacific Northwest. Scroll to begin an exploration of the actions Native Nations took to address injustices.

Material Type: Lesson, Module

Author: Native Knowledge 360

Food & Culture of Pacific Northwest Natives

(View Complete Item Description)

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.

Material Type: Lesson, Lesson Plan, Teaching/Learning Strategy, Unit of Study

Author: Native Knowledge 360

Nineteenth Century America in Art and Literature

(View Complete Item Description)

In the United States, the nineteenth century was a time of tremendous growth and change. The new nation experienced a shift from a farming economy to an industrial one, major westward expansion, displacement of native peoples, rapid advances in technology and transportation, and a civil war. In this lesson, works of art from the nineteenth century are paired with written documents, including literary selections, a letter, and a speech. As budding historians, students can use these primary sources from the nineteenth century to reconstruct the influence of technology, geography, economics, and politics on daily life. In this lesson students will: Learn about daily life in the United States in the 1800s through visual art and literature; Understand some of the ways in which nineteenth-century life was affected by technology, geography, economics, and politics; Apply critical-thinking skills to consider the various choices artists and writers have made in depicting daily life around them; Make personal connections to the nineteenth century by placing themselves in the contexts of works of art and readings.

Material Type: Activity/Lab, Assessment, Lesson Plan, Unit of Study

BlendEd Learning Best Practices - En Mi Familia

(View Complete Item Description)

In this unit, students will be able identify and describe their family members and other families. They will be able to apply this knowledge through writing and speaking activities. Content Area Skills (NE and ISTE Standards): Goal 1: Communicate in Other Languages than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students convey information, concepts, and ideas to listeners and readers for a variety of purposes. Goal 4: Develop Insight into the Nature of Language and Culture Standard 4.1: Students recognize that different languages use different patterns to communicate and can apply this knowledge to their own language. Goal 5: Participate in Multilingual Communities at Home and Around the World Standard 5.1: Apply language skills and cultural knowledge within and beyond the school setting.

Material Type: Lesson Plan

Author: Andrew Easton

El Arte Alternativo en España

(View Complete Item Description)

This WebQuest has a double focus, spanish language and Spanish Art content. It aims at making students reflect on the very nature of art taking examples from Spanish contemporary art, and also at improving Spanish language skills and art vocabulary. It promotes creativity, critical thinking, cooperative learning and uses web 2.0. tools.

Material Type: Activity/Lab, Lesson Plan

Author: Carolina Castro Huercano

IPA Spanish Travel (intermediate proficiency)

(View Complete Item Description)

This Integrated Performance Assessment (IPA) is designed to assess students at an intermediate proficiency level. It includes tasks to assess students in the three modes of communication: interpretive, interpersonal, and presentational. The authentic resources included in this IPA address the themes of travel and geography.Suggested rubrics can be found in ACTFL Implementing Integrated Performance Assessment (2013) by Bonnie Adair-Hauck, Eileen W. Glisan, Francis J. Troyan.  Adapted from Howard County Public SchoolsImage source: "Luggage" by stux on Pixabay.com

Material Type: Lesson Plan

Authors: Heather Sherrow, MSDE Admin, Bonnie Pechulis, Brandon Morfoot, Rebecca Ahearn

Teaching With Europeana

(View Complete Item Description)

In this blog - made thanks to the contribution of teachers from across Europe - educators will find every week new ready-to-use learning scenarios and stories on how to integrate digital culture in education for many different subjects and education levels.

Material Type: Lesson Plan

Authors: The content has been developed by the Europeana DSI-4 Teacher Ambassadors, the Europeana Education User Group, the Europeana Foundation and European Schoolnet

Tiered Task: School Schedule Comparison (Spanish)

(View Complete Item Description)

 This tiered task involves interpretive reading of an authentic school schedule and presentational writing to compare the schedule to students’ own schedules. This task is tiered by complexity of product (how students show what they know).Suggested Extension or Follow-Up ActivitiesIf students worked with different schedules, they could compare the results.Speaking activity – Students ask each other questions about the schedules.Students design their ideal schedule.Students give a “tour” of their schedules (Walk around school or use a map to describe schedule. En la primera hora, tengo la clase de español con la Señora Sherrow…)Image source:  "Child" by picjumbo_com on Pixabay.com

Material Type: Lesson Plan

Authors: Heather Sherrow, MSDE Admin