What are the essential skills needed for students and workers to succeed in the job markets of today and tomorrow? Working with community partners to assess workforce challenges and opportunities, KCPT and Flatland are exploring the future of the workforce in Kansas City. Use these videos and resources to bring the conversation to the classroom and to those who matter most -- the workers of tomorrow!

This module focuses on four major health crises in this country since 1900: the 1918 influenza pandemic; polio in the 1950s; HIV-AIDS since 1980; and the 2020 COVID-19 pandemic. Students will examine: (1) the extent to which some groups of Americans, particularly communities of color and low-income people, have been affected more severely than others; (2) medical, economic, social, and historical factors that affect health and healthcare, including access to good nutrition, good education, good neighborhoods, and a healthy environment; and (3) the possible effects of inequities and discrimination long embedded in United States’ society, such as legacies for African Americans from enslavement and Jim Crow segregation; conditions of Native Americans on reservations; experience of LatinX immigrants and migrant farmworkers; and conditions of low-income whites across the country, especially in Appalachia and rural areas.

In 2020, the COVID-19 pandemic required every American to consider their health and the ways that American society and government contribute to our good health or bad health. This  explores Americans’ experiences in health crises since 1900 and  differences in outcomes, including death rates, among diverse groups in American society, especially underserved poor people and communities of color. It considers the nature, causes, and effects of inequities in healthcare. The goal is to understand what  affects your own health and health in your community, both now and in the future.

Concept: Cherokee Nation History- The Trail of Tears

Objectives: The juniors in American History should be able to describe, in a timeline diagram, the events leading up to the Trail of Tears, and must score a 75 percent or higher.

Introduction: I will show a video displaying the Trail of Tears. The video will introduce the upcoming new information of the Cherokee, since the class learned about the actions the Cherokee took during the Civil War.

Vocabulary: Cherokee Nation, Andrew Jackson, Trail of Tears, civilized tribe(s), death marches, Indian Removal policy, and Chief John Ross

Body of Lesson: Show the video of the Trail of Tears. Then move onto a small lecture. After the lecture is over allow the students to pair share with a partner. This allows time for them to get notes they might have missed. The bring the class back together for a group discuss to talk about if the actions by the Cherokee and United States government can be justified or not. Next I would go onto the interest to access a website that has firsthand experience the Cherokee went through on the Trail of Tears. Lastly, I would give out an assignment for the students to complete that goes over the information learned to take home for homework.

Accommodations/Modifications: For ELL and ESL students I would use some sort of translation site such as Google Translate. I would also walk around the classroom trying to answer any questions the special students might have, or not understand. Emphasize the information students need to understand to ensure the homework would be done correctly. If students are deaf go slow enough to ensure the translator is keeping up, and try to sign some words myself. If student is blind try to be very descriptive. Try to create a classroom that is still challenging to the gifted students, this can be done by having more difficult questions for them to complete, but still able to work easily with one another so no one is bored. Try to have classroom that accommodate any students need.

Multiple Intelligence(s) Addressed: I would like to have a classroom with almost every learning style used, have it range from hands on to visual aids. Anything could really be used, and be beneficial as long as it relates to the Cherokee Nation.

Assessment: Have the student write out a timeline of events leading up to the Trail of Tears, which they will have to score a 75 percent or higher on.

Materials: Textbook (depending what book the school has), use The West: An Illustrated History; By: Geoffrey C. Ward; 9780316735896; Little, Brown and Company, http://www.learnnc.org/lp/editions/nchist-newnation/4532 for personal experience from soldiers point of view, http://www.bringinghistoryhome.org/assets/bringinghistoryhome/(3)%20indianremoval.pdf has experiences and activity plus talks about the five civilized tribes.

Standards: SS 12.4.2 (US) Students will analyze and evaluate the impact of people, events, ideas, and symbols upon US history using multiple types of sources. SS 12.4.5 (US) Students will develop historical research skills.

American History Grade 5 - Standards and Linked Lessons and Resources

A collection of resources and lesson that are tied to the Nebraska 5th grade Social Studies standards.

From its colonial beginnings, the US has had a highly diverse society, originating from around the globe.  Changing immigrant populations have continually challenged the country and fed intense debate & political efforts to restrict arrivals. Use the links to explore immigration impacts, migrants’ experiences, American nativism & changing laws.  Own Your History®  (OYH) MULTIMEDIA  ANTHOLOGYOYH anthologies collect a range of materials for exploring OYH topics. They parallel and supplement the OYH school modules which have been published as OER Resources. Groups of all ages can explore & discuss these rich and varied collections for sharing reflections on aspects of U.S. history and deepening historical knowledge. They are available  in the OER Commons, as well as through the OYH website, https://www.ownyourhistory.us/multimediaresources.

From its colonial beginnings, the US has had a highly diverse society, originating from around the globe.  Changing immigrant populations have continually challenged the country and fed intense debate & political efforts to restrict arrivals. Use the links to explore immigration impacts, migrants’ experiences, American nativism & changing laws. 

The Own Your History® (OYH) high school or college curriculum has nine teacher-ready lesson plans  for a semester course, with all instruction & primary source documents. They can be tailored to supplement a US history or ethnic studies class. The  Los Angeles Unified School District, second largest, posted  OYH on their proprietary website.OYH’s major theme:“We all … benefit from inheritances we did not choose and cannot change. Growing up involves deciding which part of the inheritance you want to claim as your own, . . .” Susan Neiman, Einstein Institute. The curriculum focuses on ten major topics in US History since1880. Fact-based, focused on the future. Topics consider sources of American greatness as well as our struggles --and progress--with inequality, xenophobia, poverty, discrimination and injustice based on color [“race”], gender, ethnicity, religion, and LGBTQ+ status.   For productive citizens who “own” our history, to advance the American Promise.    Inquiry-based with active learning, such as debates, role play, & advocacy. 

This module on Colonial Literature explore the essential questions: 1) How does the literature in early Colonial America reflect the customs and beliefs of the Native Americans and Puritans? 2)What kind of literary styles did the earliest writers contribute to American Literature? and 3) How did history have an effect on the types of literature being written? There are audio and visual activities as well as readings.

Students use Library of Congress primary sources to examine 19th and 20th century social life in the United States in order to formulate ideas about the American Dream.

This site helps teachers and students navigate the vast online collections of primary source materials at the Library of Congress. The links, arranged by chronological period, lead to sets of selected primary sources on a variety of topics in U.S. history.

This article highlights resources related to water from the American Museum of Natural History and at-home activities on ice and water.

This collection of resources, published by the American Museum of Natural History, is intended for educators, parents, students, or anyone who is interested in teaching and learning about science. The resources include activities, curriculum materials, articles, evidence and analysis materials, exhibition materials, and lists of references. Items may be text-based, pedagogical, or multimedia (photos, videos, interactives) in nature. The collection is searchable by keyword or browseable by main topic: anthropology, astronomy, biology, Earth science, or paleontology. There are also special collections, groups of resources organized around specific themes such as Antarctica, ocean life, and the dynamic Earth.

The American Revolution was a war of political and economic concern to more than the American colonies and Great Britain. Each country needed to secure military supplies, protect consumer trade and ensure the cooperation of foreign powers. France, Spain, Holland, Portugal and Caribbean territories engaged in activities which directly affected events of the war. By broadening the scope of the war, students should develop a broader perspective of the diplomacy and business of war.

Unit 8.1 People amoing usThis unit focus on idenitfying people from all walk of life.

This remote hyperdoc activity was created by Katlyn Powers on July 24, 2020. The attached hyperdoc & lesson plan is designed for high school ELA students. Students will analyze and evaluate the elements of a sonnet, build background knowledge to clarify and deepen understanding of poetry, and use relevant evidence from a variety of sources to assist in analysis and reflection of Hayes' poem. This plan addresses the following NDE standards: NE.LA 10.1.5.C, NE.LA 10.1.5.D, NE.LA 10.1.6.F, NE.LA 10.1.6.I, NE.LA 10.1.6.L, NE.LA 10.1.6.M, NE.LA 10.2.2.BThis hyperdoc will take students approximately 90 minutes to complete.

Students use Library of Congress primary sources to examine the western United State's cultures and identify the contributions each make to the whole.

This resource addresses the experiences and challenges of women in American history. It focuses on the choices and leadership of particular women - both famous and ordinary - when confronting and dealing with inequality, subordination, and marginalization and seeking change. The documents and court cases in this resource not only illuminate larger issues concerning women’s experience, but also provide specific examples and context for understanding the experiences, and opportunities for women in U.S. history.   American women have experienced subordination and inequality deeply rooted in social, economic, legal & psychological practices. Although women have achieved major advances in the last 50 years, attitudes, practices, and structures reinforcing women’s inequality persist. This anthology provides an  array of materials covering the  experiences & accomplishments of American women using over 30 links, including a number that are significant compilations, such as the women included in the National Women’s Hall Of Fame. 

The rights, roles, and status of women in American society have been reflected in legal, economic, social, moral, and psychological structures that, in general, have historically subordinated all women. These deep roots go back many centuries of Anglo-American law and continue to affect the ways that society subordinates women through attitudes, social practices, and laws. Although major changes have taken place in the last 50 years, attitudes and structures reinforcing women’s inequality persist. This module focuses on the experiences of women and the challenges they faced in American history. It focuses on the choices and leadership of particular women - both famous and ordinary - when confronting and dealing with inequality, subordination, and marginalization and seeking change. The documents and court cases in this module not only illuminate larger issues concerning women’s experience, but also provide specific examples and context for understanding the experiences, rights, status, and opportunities for women in U.S. history.