In this lesson designed to enhance literacy skills, students learn how the theory that explains the position of Earth's continents was established and later modified, and gain important insights into how science and the scientific community operate.

This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.

This public speaking lesson focuses on presenting and conveying important information, details, facts, and opinions in a concise manner. This lesson presents several different real-world situations where students are asked to share their perspectives, experiences, and stories where they are to give supporting details and facts that are important to the context of different social interactions (talking with peers, colleagues, community, interviews, etc). With the creation of this lesson, different level options of technology integration are offered to allow for flexibility and modifications for this lesson to best serve various classrooms and their students (low tech, medium tech, and high tech options). This lesson will help students analyze a social interaction and/or topic and have them clearly and concisely give an authentic response.

A cartoon on the defeat of Whig Henry Clay in the 1844 presidential election, ascribing his loss of the state of New York to his cousin Cassius M. Clay's campaign tour on his behalf. Oddly, though given prominence in the title, Cassius M. Clay does not appear in the picture itself. As Clay and his running mate Theodore Frelinghuysen--each having raccoon bodies--cross a bridge, it collapses in pieces, spilling Clay and his entourage of raccoons and starving dogs into the river. Clay grasps Frelinghuysen's tail and says, "Hold on Vice Frelinghuysen I have not only lost my election, I fear my principles are leaking out and will be exposed to the gaze of the Common people." From his open abdomen fall pistols, playing cards, and dice, evidence of his penchant for dueling and gambling. Freylinghusen responds: "Oh! Great Henry this is the effect of keeping bad Company. I think YOU are about the right material for a Vice President. I advise you to study Divinity it is your only hope left." (Frelinghuysen was a prominent churchman.) Assorted exclamations come from the hapless animals, one of whom cries, "help me Casius or I sink." On the section of the bridge at right several roosters holding brooms (symbolizing reform) jeer at the two candidates, the largest one saying, "Humbug has had its days." Below the roosters, in the distance, a crowd dances around a flagpole with a banner inscribed "Oregon" and "Texas." Further on, a fortress with a flag "Our Thunder" fires one of its guns. Standing on the left side of the bridge are two Pennsylvanians. One says, "Did you hear the news from New York-York York all honest & true" and the other, "Oh! give us Polk & Dallas how happy we will be . . . ." In the water below, a boat marked "Make way for Gov. Shunk" rows by with three men aboard. One man in the boat, possibly newly elected Democratic governor of Pennsylvania Francis R. Shunk, observes of Clay, "that large Coon has very black Legs I reckon." "Blackleg" was common slang for scoundrel. |Entered . . . 1845 by Wm. Dohnert . . . E. District of Penn.|Title appears as it is written on the item.|Weitenkampf, p. 85.|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 1845-1.

This is a short lesson that uses music to drive home the importance of citing sources.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"

In this lesson Students use the Cornell notes tool (developed by Walter Pauk from Cornell University) to do close reading of informational text. Students will be able to read closely and analyze the key details of what they read. Students will be able to summarize informational text.

"Salt River," the fictitious river of political doom, is charted here as a meandering stream of Democratic misfortunes. The chart was purportedly "prepared by Father Ritchie," i.e., Democratic editor and Polk administration spokesman Thomas Ritchie. Swipes are taken at the Tariff of 1846, Polk's Vice President George M. Dallas, Martin Van Buren, and 1848 Democratic presidential nominee Lewis Cass. The river winds upward from the Ohio River (Ohio was a Democratic stronghold in 1848) to the Lake of Oblivion with an island on which sits the "Mansion of Despair." The "Fast Sailing Steamer Free Trade," captained by Lewis Cass and piloted by Ritchie, sets out on the "Slough of Despond" below (one of the landmarks in John Bunyan's "Pilgrim's Progress&1). The ship approaches a fork, from which the "Old Fox Branch" on the right leads to "Cabbage Point" and the home of Martin Van Buren. Van Buren can be seen sitting in a rowboat on the river complaining, "Hard work this all; your fault 'John,' with your D--d Free Trade." His son John, a Free Soil party leader and campaigner, encouraged Van Buren's bid for the party's presidential nomination in 1848. On the left Salt River continues past the "Sub Treasury Bluffs," "Noise and Confusion Shoals," "Two Face Points," and "Irish Relief Shoal" (a reference to Democratic support for anti-British insurgents in Ireland), to another fork, "Prince John's Creek." Here John Van Buren walks along the shore and calls, "Good bye Dad! We could not Gull the People." The main branch of the river continues to "Pillow's Cemetery" (named after Gen. Gideon Pillow, conspirator against popular Mexican War commander Winfield Scott and a friend of James K. Polk), "One Seal Island" (?), "Casting Vote Point," and "St Anna Pass." The last is named after Mexican president and commander Santa Anna, whom the Polk administration returned from exile only to see him lead the war against the Americans. On Lake Oblivion is a small ferry boat heads toward the shore at upper right where it will connect with a train named "Tariff [of 18]42," bound for Washington. On the left is a funerary monument "In Memory of Dallas," a memorial to Vice President and former Pennsylvania senator George M. Dallas. Many of Dallas's fellow Pennsylvanians viewed him as a traitor to the state's interests in his support of the Tariff of 1846, which supplanted the popular 1842 tariff.|Title appears as it is written on the item.|Weitenkampf, p. 97.|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 1848-26.

While studying the Articles of Confederation government and the Constitutional Convention in this problem-based learning module, the students will determine the benefits of peacefully changing an inept government.  They will deduce the crucial steps needed for peaceful change to happen within a society.  An area of research will be chosen to help solve a problem critical to the students’ middle school lives.  Feedback will be gathered through a video interview or a Google Form survey of crucial stakeholders.  Students will research the alternatives to improve upon their selected problem.  Students will present their findings to a decision maker and wait to receive feedback.

Students explore the motivation behind characters' actions in "To Kill A Mockingbird" by creating psychological profiles for characters from the novel.

This article discusses how creating Readers Theater scripts from informational text can improve fluency and build comprehension.

In this Unit Plan, Students will use Book Creator to create a comic of the story they have independently read in class. Students will independently use the resource I generated on how to use each function to create their comic. Then use the Criteria for Success ( cfs) to evaluate their own work, and share their work to peers.

By looking at advertising and mass media critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture.

Social media has become an increasingly popular and convenient platform in recent years. However, it has also given rise to opinions often perceived as factual and reliable, despite being misleading or false. According to two studies conducted by the Pew Research Center, in 2018, 14% of social media users claimed to have changed their views due to the content they saw on social media. This percentage increased to 23% in 2020, representing a significant surge of 60%.

This a a cross curricular unit encompassing English, History, and Math Common Core Standards to teach the Child Labor practices of 1800s U.S. with the tragedy of Triangle Shirtwaist Factory Fire of 1911 which lead to child labor reform throughout the world and into the modern era.

An introductory lesson for a unit on Puritan literature. Introduces students to the history of the Puritan movement as well as common Puritan beliefs and values.

This unit explores multiple themes in both the play The Crucible and real historical contexts in order to deepen our understanding of human nature while sharpening our literary analysis skills. As students read, heavy emphasis is placed on using textual evidence to support character and theme analysis. Students will also work on strengthening research skills. The summative assessment involves analyzing how a common theme can be seen during both the play and the McCarthy trials based on analysis of a variety of sources.

This collection uses primary sources to explore Arthur Miller's The Crucible. 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.

The Cultivating Washington curriculum is intended to be a go-to resource for Washington state middle school educators seeking student-centered instructional materials that make learning about the history of the Pacific Northwest more relevant and meaningful for students.In addition, it is a resource for agricultural education teachers, parents, and community members interested in helping students discover the history and development of agriculture in the state of Washington.

This is a unit plan for studying Culture, based and framed around OER resources, specifically the OpenStax textbook for Sociology.

The artist portrays congressional efforts to pass the Crittenden Compromise as an antidote to Republican intransigence on the slavery issue. (For an earlier anti-North satire relating to the compromise, see "Congressional Surgery. Legislative Quackery," no. 1860-44.). Three well-dressed men (probably members of Congress) attend a sick man, who wears a dressing gown and holds a document inscribed "Republican Platform No Compromise." Together they pull the invalid from his chair and struggle to force an oversized pill "Crittenden Compromise" down his throat, pushing it with a "Petition of 63,000." A box of "Constitutional Remedies" (containing more giant pills) is on the floor nearby. The door to the room stands open at right.|Ent'd According to act of Congress 1861.|Published by Benj. Day 48 Beekman St. N.Y.|Signed: BDay del (Benjamin H. Day, Jr.).|Title appears as it is written on the item.|Weitenkampf, p. 130.|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 1861-1.