A satire on dissension and political intrigue within Andrew Jackson's administration, surrounding the Spring 1831 resignations of several members of his Cabinet. In the center Jackson sits in a collapsing chair, labeled "The Hickory Chair is coming to pieces at last." Seated on the arm of his chair is a rat with the head of Postmaster General William T. Barry. On the floor before him is a pile of resignations with a broken clay pipe, and a brazier. He sweeps with a broom at a number of rats scurrying at his feet, and in the act knocks over the "Altar of Reform" toppling a winged ass also holding a broom. The rats have heads of (from left to right) Secretary of State Martin Van Buren, Secretary of War John H.Eaton, "D. I. O."(?), Navy Secretary John Branch, and Treasury Secretary Samuel D. Ingham. John Calhoun is a terrier which menaces the Van Buren rat. Van Buren, threatened by an eagle while attempting to climb the "Ladder of Political Preferment" whose rungs are labeled with the names of the states, says, "If I could only humbug that Eagle and climb up this ladder." Calhoun: "You don't get up if I can help it." Eaton: "I'm off to the Indians." Branch: "This from the greatest and best of men." Ingham: "Is this the reward of my Patriotic disinterestedness." In a doorway marked "Skool of Reform" appears a man in a visored cap and fur-trimmed coat saying, "There's Clay, and this is all Clays doings." Daniel Webster and Henry Clay (with raised arms) look in through a window. Webster: "That Terrier has nullified the whole Concern." Clay: "Famine! War! Pestilence!"|Cock of the Walk fecit. (Edward Williams Clay).|Entered . . . 1831 by E.W. Clay.|Publd by E.W. Clay, S.E. corner of Walnut and 4th St. Philada.|The print appears to have been derived from William James Hubbard's portrait of Jackson, or from Albert Newsam's 1830 lithograph reproducing the painting. A pencil sketch believed by Davison to be Clay's sketch for the print is in the National Portrait Gallery in Washington. The Library's impression of ".0001" was deposited for copyright on May 5, 1831. Davison also lists a second edition of the print. Two anonymous versions of the print, possibly derived from ".00001," were published under the title "The Rats leaving a falling house." (See 1831-2).|Title appears as it is written on the item.|Davison, no. 32 (sketch), 56 and 57.|Murrell, p. 109-110.|Weitenkampf, p. 24.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1831-1.

BEGIN HERE: How the Monuments Came Down Series and Curriculum Guide introduction: Introductory information about the series and curriculum guides, along with a linked list of the episodes in order.Note: This item and the collection it belongs to was imported with permission from #GoOpenVA. While the content is the same, the original location can be found here.  

Poster showing a holly-decked candle in a window, with the Red Cross symbol in its glow. Forms part of: Willard and Dorothy Straight Collection.

In this lesson, students will read and analyze a mentor text 100 Word Memoir. After studying the mentor text, students will create and evaluate their own 100 Word Memoir.

Students will bee able to celebrate the 100th day of school by bringing in a project representing it. They will also fill out a chart that has 100 blank squares for them to fill in. 

Resources to mark the 100th day of school with math activities. Challenge students to generate 100 different ways to represent the number 100. Students will easily generate 99 + 1 and 50 + 50, but encourage them to think out of the box. Challenge them to include examples from all of the NCTM Standards strands: number sense, numerical operations, geometry, measurement, algebra, patterns, data analysis, probability, discrete math, Create a class list to record the best entries. Some teachers write 100 in big bubble numeral style and then record the entries inside the numerals.

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs. 

Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.

Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.

Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.

Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.

Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.

Title:  10 for the Win!Grade: Kindergarten Overall Goal: To have students be able to count by multiples of 10 and comprehend the idea of a sequence of steps involved in a process.  StandardsLearning ObjectiveAssessment5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.Students will be able to program the beebots to go the correct distance. Students will be able to count to 100 by tens.The students will have to use the beebots to move forward the correct amount of steps. The students will have the squares the beebot travels represent sets of 10.  Key Terms & Definitions: Sequence- certain order in which steps flowSkip counting- skipping numbers while counting, counting by multiples Number line- line which shows number in order, often marked at intervalsProgram- provide machine with coded instructions to perform task  Lesson Introduction (Hook, Grabber): 10 Students will paint hands and stamp them on paper! Each set of hands will represent a set of 10. We will do this all the way up to 100. This paper will be hung in the front of the classroom as a reminder of multiples of 10. Lesson Main:After hanging up our poster with the hands displaying multiples of 10, the teacher would count with the class by 10’s all the way up to 100, while referring to the poster so they can follow along.We will also pass out a number line to the students that highlights 10’s so they have a reference if they struggle.We will make a number line and write multiples of 10 along the side. We will measure out the space between numbers so that it is equal to the length the Beebot travels for each time the button is pushed. For example, if the student wanted to get to 30, they would have to know that you count up by saying “10, 20,30” and they would need to press the forward button on the Beebot 3 times. Each press of the button is a multiple of 10. For this activity, the teacher will break up the students into small groups and they will work together. They will draw a card which will have a multiple of 10 on it ranging from 10-100. The students will have to decide how many 10’s it takes to count up to that number, as well as how many times they will need to program the Beebot to reach the answer on the number line.   Lesson Ending:For the lesson ending, we will regroup as a class and talk about how we felt the Beebot activity went. Then we will count together by 10’s up to 100 again to reiterate what we have been learning. Lastly, we will pass out a worksheet to the students which we have included a link to under our resources, and have them complete it individually. This will give us an idea of the students understanding of this concept and can be used for our assessment.  Assessment Rubric: GreatAveragePoorIndicatorDescriptionDescriptionDescriptionHand Cut-outsStudent participated in the tracing and cutting out of hands.Student partially participated in the tracing and cutting out of hands.Student failed to participate in the tracing and cutting out of hands.Beebot activityStudent was able to successfully move the Beebot to correct answer.Student was able to move the Beebot, but not to the correct answer.Student was unable to move the Beebot and was unable to correctly answer.WorksheetStudent was able to correctly fill out the entire worksheet.Student was able to fill out 70% of the worksheet.Student was unable to fill out at least 70% of the worksheet.  Resources / Artifacts: Number line for students https://www.helpingwithmath.com/printables/others/lin0301number11.htmWebsite which has handprint idea on it https://www.theclassroomkey.com/2016/02/big-list-skip-counting-activities.htmlLesson assessment used in the lesson ending https://www.pinterest.com/pin/287597126178910688  Differentiation:       Differentiation for ability levelsIf a student really struggled with math skills, we could place them in a group with stronger math students. We could also offer an alternative activity for the Beebot timeline where we made the timeline go up by smaller multiples. For the worksheet, they could receive a longer amount of time to work on it and have directions read to them/receive help as needed.        Differentiation for access & resourcesIf the school had limited resources and did not have access to these robots, they could use other tools like toy cars or something they could use to roll to the spots on the timeline. The game could be altered to fit a large variety of resources. The worksheet we used was found online but a similar version could be created by the teacher. Anticipated Difficulties: Some students might struggle with the concept of skip counting. It may be hard at first for them to remember the multiples of 10. Hopefully by making a poster and providing them with their own number line for reference, this will eliminate some potential difficulties the students may have. 

In this video segment from Cyberchase, the CyberSquad replaces a piece of track to get the Madre Bonita Express to the Mother's Day harvest.

Learn about Rube Goldberg Machines, set imaginations on fire! Wonderopolis targets a 5th grade reading level and is aligned to Common Core Standards and <sci/ss standards>. We have Immersive Reader embedded for each Wonder of the Day--which means accommodations are available and translations can be provided with a few mouse clicks. <--come up with some standard content for after the overview of the individual Wonder. 

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.  

This site recounts the struggle for control of Hawaii between native Hawaiians and American business interests in the late 1800s. This 1897 petition and a lobbying effort by native Hawaiians convinced the U.S. Congress not to annex the islands. But months later the U.S.S. Maine exploded in Havana and the Spanish-American War began. The U.S. needed a mid-Pacific fueling station and naval base.

Primary source images, standards correlation, and teaching activities are included in this resource.