Watch a string vibrate in slow motion. Wiggle the end of the string and make waves, or adjust the frequency and amplitude of an oscillator. Adjust the damping and tension. The end can be fixed, loose, or open.

Watch a string vibrate in slow motion. Wiggle the end of the string and make waves, or adjust the frequency and amplitude of an oscillator. Adjust the damping and tension. The end can be fixed, loose, or open.

This lesson asks students to think about what counts as history. It is divided into two parts. Part 1 gets students thinking about what’s included in the history they study, and what’s missing. Part 1 can stand alone as a complete lesson. Part 2 extends the project. In it, they compare how a U.S. history book and an African-American history book address the same time period. They also reflect on how including new groups alters the study of history.

What combination of experience, strategy, and personal characteristics enabled Washington to succeed as a military leader? In this unit, students will read the Continental Congress's resolutions granting powers to General Washington; analyze some of Washington's wartime orders, dispatches, and correspondence in terms of his mission and the characteristics of a good general.

In this lesson, students will analyze their thoughts and feelings to see if they currently hold any biases toward people of different ages. They will then explore the experiences of people who have faced discrimination because of their age. Finally, students will reflect on ageism.

This lesson plan addresses the ways people learn about events from the past and discusses how historical accounts are influenced by the perspective of the person giving the account. To understand that history is made up of many people's stories of the past, students interview family members about the same event and compare the ifferent versions, construct a personal history timeline and connect it to larger historical events, and synthesize eyewitness testimony from different sources to create their own "official" account.

This lesson explores the concept of fairness through questions such as: What is fair? Should all people be treated the same? What would you do if you saw someone treated unfairly? Students are encouraged to reflect upon fairness in their own lives and communities.

In this curriculum unit, students will learn about the origins of four major types of British surnames. They will consult lists to discover the meanings of specific names and later demonstrate their knowledge of surnames through various group activities. They will then compare the origins of British to certain types of non-British surnames. In a final activity, the students will research the origins and meanings of their own family names.

Students will examine themselves within various contexts—including family, culture and community—as a means to better understand who they are as individuals and who they are in relation to people around them. The lesson asks students to consider “Who is an immigrant?” and challenges them to dig deeper and extend their response as they come to understand themselves more deeply. Students will complete one of two extension activities at the end of this lesson: creating a cereal box suitcase or connecting with a pen pal.

This lesson focuses on women who are too often overlooked when teaching about the "foremothers" of the movements for suffrage and women's equality in U.S. history. Grounded in the critical inquiry question "Who's missing?" and in the interest of bringing more perspectives to who the suffrage movement included, this resource will help to ensure that students learn about some of the lesser-known activists who, like Elizabeth Cady Stanton and Susan B. Anthony, participated in the formative years of the Women's Rights Movement.

After an overview of the events surrounding Paul Revere's famous ride, this lesson challenges students to think about the reasons for that fame.  Using both primary and secondhand accounts, students compare the account of Revere's ride in Longfellow's famous poem with actual historical events, in order to answer the question: why does Revere's ride occupy such a prominent place in the American consciousness?

This reading looks at utilizing Shakespeare and theater to examine modern day violence.

Published in 1929, The Sound and the Fury is often referred to as William Faulkner's first work of genius. Faulkner's style is characterized by frequent time shifts, narrator shifts, unconventional punctuation and sentence structure, as well as a stream-of-consciousness technique that reveals the inner thoughts of characters to the reader. This curriculum unit will examine narrative structure and time, narrative voice/point of view, and symbolism throughout The Sound and the Fury.

William Golding's Lord of the Flies is a novel that engages middle school students in thought-provoking discussion, and provides practice in literary analysis skills. The three lessons in this unit all stress textual evidence to support observations and generalizations uncovering the novel's central character traits, symbols and themes.

In this lesson, students will learn that enslaved people resisted their captivity constantly. Because they were living under the domination of their masters, slaves knew that direct, outright, overt resistance"”such as talking back, hitting their master or running away"“"“could result in being whipped, sold away from their families and friends, or even killed.

This lesson plan explores the contributions of the Women Airforce Service Pilots (WASPs) during World War II, and their aviation legacy.

Set in the Dominican Republic during the rule of Rafael Trujillo, In the Time of the Butterflies fictionalizes historical figures in order to dramatize the Dominican people's heroic efforts to overthrow this dictator's brutal regime. In the following activities, students will examine the actions of the characters in the novel and discuss an all encompassing definition for courage.

Students analyze archival cartoons, posters, magazine humor, newspaper articles and poems that reflect the deeply entrenched attitudes and beliefs the early crusaders for women's rights had to overcome.

With 2020 marking one hundred years since ratification of the 19th Amendment that gave some women the right to vote in the United States, women's history is about more than just looking back. Our Teacher's Guide provides compelling questions, lesson activities, and resources for integrating women's perspectives and experiences throughout the school year.

Students compile information to examine hypotheses explaining why the first nine states to grant full voting rights for women were located in the West.