This video segment adapted from First Light explains why the highest peak in the Pacific, Mauna Kea, is an ideal site for astronomical observations. Featured are new telescope technologies that allow astronomers to explore the universe in more depth.

In planning this history lesson, determine if you want to cover this material in one or two class periods. The lesson focuses on Abraham Lincoln as a man and as a leader during the Civil War. The reading paragraphs have pictures and Word Banks to help students grasp the main ideas of the lesson. This lesson covers more advanced vocabulary than beginners will know, but it is not critical that the students produce every new word. The goal is to engage the students in the topic and help them learn the general knowledge included in the test items. For example, in the paragraph on the Lincoln Memorial, the students do not need to retain the information about the construction and historical use of the memorial. These details are introduced in order to demonstrate that even years after his death, Americans still honor Lincoln’s leadership in significant ways. Covers civics test items 60, 72, 74, 75, and 100.

Lincoln, Abraham. 1858. "First Debate with Stephen A. Douglas." Excerpts of speech delivered at Ottawa, Illinois, August 21, 1858. https://www.nps.gov/liho/learn/historyculture/debate1.htm

Students will be able to analyze two theatrical movie trailers for movies pertaining to the life of Abraham Lincoln, identifying factual and dramatized components and attempt to find connections between the two trailers.

A selection of Library of Congress primary sources exploring Abraham Lincoln and his national role. This set also includes a Teacher's Guide with historical context and teaching suggestions. Speeches, correspondence, campaign materials and a map documenting the free and slave states in 1856 chronicle Lincoln���s rise to national prominence

Statement by Abraham Lincoln and Dan Stone on the Subject of Domestic Slavery March 3, 1837

By examining Lincoln's three most famous speeches the Gettysburg Address and the First and Second Inaugural Addresses in addition to a little known fragment on the Constitution, union, and liberty, students trace what these documents say regarding the significance of union to the prospects for American self-government.

"The Tragedy of Hamlet" is, first and foremost, a text to be performed. William Shakespeare intended for the text to be seen in performance, not read, and all of the early texts have no reliable connection to Shakespeare's editorial authority.

In light of this, from the very earliest printings, editors have chosen to edit the play's text for particular purposes: to make a quick buck, to memorialize a recently deceased friend, to conform to a time period's unique aesthetic, or to attempt to reconstitute what Shakespeare might have intended in an ideal version of the play.

This particular edition is focused on the student who wants to read the play quickly. The edition is unabashedly abridged. "The Tragedy of Hamlet" is a long play, and, in a time of increasingly compressed curricula, a maximal edition can often take a long time to get through in class. Nearly all performances of the play, both on stage and screen, feel empowered to reduce the size of the play. The Zeffirelli film cuts the play's text by half. Moreover, if we use"Romeo and Juliet"s prologue as a guide that most of Shakespeare's plays were approximately two hours in length, then that suggests that "Hamlet," which can easily reach four-hour run-times in a "full-text" version, can be cut in half and still be coherent.

Therefore, this is a performative textual edition. It cuts the text by 50% but doesn't dumb down Shakespeare's language by modernizing spelling or altering the syntax. In particular, this edition has removed the Fortinbras subplot. Teachers and students should be aware that this removes a significant political theme in the play. It also removes a Hamlet soliloquy and a key foil for Hamlet's character.

This edition is based on the 1860 Globe edition because of its free availability. Later editions (both full-text and abridged) might eventually be offered that are based on a critical conflation of early texts in order to arrive at an ideal authorial-intent text.

Importantly, this edition has the advantage of including textual annotations to help the student understand difficult vocabulary, syntax, and cultural allusions. In this last regard, the edition attempts to be more useful than other online texts of the play that might be freely available but lack helpful guidance for the reader.

Other contextual material are provided to help the student understand early appreciations of the play.

In this 6-part activity, students learn about climate change during the Cenozoic and the abrupt changes at the Cretaceous/Paleogene boundary (65.5 million years ago), the Eocene/Oligocene boundary (33.9 million years ago), and the Paleocene/Eocene boundary (55.8 million years ago).

In this activity, students work with paleoclimate proxy data (d18O, CH4, CO2)from the Byrd and GISP2 ice cores to investigate millennial-scale climate changes during the Last Glacial/Deglacial time periods. Students must prepare a publication quality plot of the data and answer several questions about the similarities and differences between the time-series (north-south phasing, amplitude, symmetry) and use this information to assess the bipolar see-saw mechanism for abrupt climate changes. Students are encouraged to read two journal articles for more information and to synthesize their results with other information from lectures and earlier readings.

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In this seminar you will learn about the absolute value of numbers. You will learn how taking the absolute value affects both positive and negative numbers. You will use the techniques learned in this seminar to verify solutions to various other types of problems involving absolute value as you move forward. When looking at absolute value, you will identify how it can change a solution and the compare the difference that it makes in equations when there are multiple negative signs.StandardsCC.2.1.HS.F.2Apply properties of rational and irrational numbers to solve real world or mathematical problemsLearning TargetI can find the absolute value of a given number or numbers.Habits of MindPersistingCritical Thinking SkillAnalyze/evaluateAcademic/Concept VocabularyAbsolute valueNegativeNumber linePositive  

This collection uses primary sources to explore The Absolutely True Diary of a Part-Time Indian by Sherman Alexie. 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.

This is an activity for students to create their own I see/they see cartoon similar to what is in the book.

Students will trace the development and impact of absolute monarchies in England. Students will also describe the progression of events that led to a constitutional monarch, such as the English Civil War.

Students will be able to recall how absolutism was illustrated in Russia, as well as understand the impact. Students will also be able to construct on argument using supportive evidence from the lesson on whether or not the absolute monarchs of Russia deserve the title of “great”.

This module introduces the concept of biological absorption, storage and distribution of chemicals.

This group activity engages students in the calculation of absorption spectra. It is appropriate for any course covering the baseline mathematical concepts of atomic spectra, including chemistry, physics, astronomy, and related courses.

Using shell model diagram to relate absorption to emission. Derives relationship between emitted photon and energy levels, the Balmer-Rydberg equation. Created by Jay.