The online resources featured below were curated by the Dr. Carter G. Woodson Collaborative in order to support the approved edits to the SOL curriculum framework made by the Governor’s Commission on African American History Education. The SOL standard and the approved edits appear in the first two columns of the spreadsheet followed by correlating links and a contextual overview of each resource. The final column identifies each link as open educational resources (OER) vs. copyrighted materials that cannot be edited. As there are few resources that are entirely free of cultural bias, we suggest that you refer to the Collaborative’s Support and Guidance in Selecting and Enacting Resources document in order to consider how these materials can best be utilized.  

The online resources featured below were curated by the Dr. Carter G. Woodson Collaborative in order to support the approved edits to the SOL curriculum framework made by the Governor’s Commission on African American History Education. The SOL standard and the approved edits appear in the first two columns of the spreadsheet followed by correlating links and a contextual overview of each resource. The final column identifies each link as open educational resources (OER) vs. copyrighted materials that cannot be edited. As there are few resources that are entirely free of cultural bias, we suggest that you refer to the Collaborative’s Support and Guidance in Selecting and Enacting Resources document in order to consider how these materials can best be utilized. 

The online resources featured below were curated by the Dr. Carter G. Woodson Collaborative in order to support the approved edits to the SOL curriculum framework made by the Governor’s Commission on African American History Education. The SOL standard and the approved edits appear in the first two columns of the spreadsheet followed by correlating links and a contextual overview of each resource. The final column identifies each link as open educational resources (OER) vs. copyrighted materials that cannot be edited. As there are few resources that are entirely free of cultural bias, we suggest that you refer to the Collaborative’s Support and Guidance in Selecting and Enacting Resources document in order to consider how these materials can best be utilized.

Martin Luther King, Jr. Day is the only federal holiday designated as a national day of service to encourage all Americans to volunteer to improve their communities. In this learning experience students will learn more about Martin Luther King Jr. and how he marched for causes he believed in. As a result of this learning experience students will choose their own important cause to walk or advocate for in order to honor and celebrate Dr. Martin Luther King Jr.’s life and legacy of advocacy and leadership.

During this learning experience students will analyze and discuss a variety of sources related to Juneteenth and Independence Day. They will compare and contrast the two holidays and grapple with the question, “How do different people and groups celebrate freedom and independence in the United States?”

This learning tool was developed and designed to facilitate teacher/student and student/student discussion and recognition of significant events, holidays and celebrations within their lives, families and communities and those of their peers.

This sequence of instruction was developed in the Growing Elementary Science Prjoject to help elementary teachers who were working remotely.  We developed a short storyline that ties together a few sessions to help explore a specific concept.  We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
The book “Storm is Coming!” introduces students to the idea of severe weather. Students observe a time-lapse video of a hail storm.  Students interview a family member about a memorable weather event and what that person did to prepare and stay safe.  Students explore the implications of all of their interviews.  Students make plans for how they can prepare for future weather events, including an Engineering Design exercise. 
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee. 

Incorporating your schoolyard into your classroom can be a powerful tool for making learning meaningful and engaging for your students. Local and relevant phenomena can engage your student’s prior understandings, better connect to their interests and identities, and help in draw in students who don’t see science, reading or writing connecting to their lives.  This online course is a series of professional development workshops for Early Elementary (K-2) educators, developed by IslandWood with funding from the OSPI ClimeTime Grant. A slide deck and accompanying handouts supplement the course outline for a complete picture. 

This learning experience explores one of the tenets and demonstrations of citizenship by exploring the legacy of voting in the United States, including who was allowed to vote, and who was not, as well as actions for students to take when they recognize unfairness.

During this learning experience, or series of learning experiences, students will explore the definition of a contribution, learn more about the contribution(s) of a diverse set of Virginians and ‘curate’ a student gallery that shows their contributions in their community now, and in the future.