This music lesson for Upper Elementary students includes a rhythm chant to help students remember the South Carolina geographical regions and basic information about natural resources as well. Students have the opportunity to practice beat and complex speech rhythm patterns. They will be able to plan and organize rhythmic ostinati to go with the chant. This lesson allows for arts integration into South Carolina social studies and science units.

The United States Constitution states that all power not held by the federal government is reserved for the states. People interact more frequently with their state governments than with the federal government. In this seminar, you will learn about the three branches of state government. By the end of this seminar, you will be able to analyze how the three branches relate to one another. You will compare the differences and similarities of each branch and how they affect the daily life of a citizen in a state.Standards5.1.4 C - Explain the principles and ideals shaping local and state government.

Washington has changed a great deal in many different ways in the 20th Century – culturally, economically, politically, environmentally, and ecologically. This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 5. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.

People make the past come alive as students research and then share stories about famous Americans who promoted democratic ideals.

In this lesson, students learn about the role the sun plays in our daily lives and how solar energy can be used.

Step 1 - Inquire: Students listen and respond to the text Sun Up, Sun Down by Gail Gibbons.

Step 2 - Investigate: Students investigate the different roles that the sun plays in our daily lives.

Step 3 - Inspire: Students create a representation of learning and share the importance of renewable energy.

This lesson will focus on American symbols. Students will identify American symbols and explain how they represent the United States of America. Symbols include the Liberty Bell, Bald Eagle, Statue of Liberty, United States Flag, Washington Monument, and the Lincoln Memorial. Students will work in pairs and conduct research about American symbols and create a digital story about a symbol of their choosing. This lesson was created as part of a collaboration between Alabama Technology in Motion and ALEX.

This article provides an overview of energy education curriculum materials available from the National Energy Education Development (NEED) Project. Teachers may become a member, or use free online resources.

This section contains reproducible copies of primary documents from the holdings of the National Archives of the United States, teaching activities correlated to the National History Standards and National Standards for Civics and Government and cross-curricular connections.

Our founding fathers were worried about the possibility of tyranny coming to the United States of America. For this reason, they set up a system of government where power could be evenly distributed among three branches: the Legislative Branch, the Executive Branch, and the Judicial Branch. By the end of this seminar, you will be able to compare the three branches of government and explain how each branch depends on the other to provide governance to the United States.Standards5.3.4 A - Identify the roles of the three branches of government.

This video from Religion & Ethics Newsweekly features Timbuktu, one of the most remote and inaccessible places on the planet and a former thriving center of Islamic learning.

This lesson will focus on creating timelines. Students will use important dates from their lives to create a personal 5 event timeline. Students will use rulers to measure equal spaces for their timelines. This lesson will require two 1 hour sessions. The first lesson will include the lesson introduction, work on timelines and time for formative assessments as students work. The second session will be used to complete timelines, share projects, and complete exit tickets. Sample of completed timeline: Video sample of completed timeline: https://goo.gl/1JwF0I This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Tour the World Club
By: Joy Karges Copyright 2019 by Joy Karges under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.

Abstract
This Tour the World club gives students the opportunity to interact with the world, other cultures, and people groups. Through six or seven different countries and many hands-on activities, students will learn what it means to keep an open mind, they will develop a curiosity for the world, and they will be encouraged to prioritize learning and asking questions over giving judgments when faced with something new.

NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Tour the World

Age/Grade Level: 9-10 yr./3rd & 4th Grade

Number of Attendees: (ideal number: 10)

Goal of the Club: (learning objectives/outcomes) Learn what it means to keep an open mind, foster curiosity for the world, and encourage questions over judgements when faced with something new.

Resources: (Information for club provided by) Several international students at my university: Yassine, Laetitia, Evode, Ruth, and Rebecca, as well as some online resources.

Content Areas: (check all that apply)

☐ Arts (Visual, Music, Theater &Performance)
☐ Literacy
☐ STEM (Science, Technology, Engineering &Math)
☒ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) A completed “passport” with their favorite things about each country we visit, as well as several other take-home crafts.

Introducing your Club/Activities: This Tour the World Club gives students the opportunity to interact with the world, other cultures, and people groups.

General Directions: Think of 6-7 countries you are interested in and research more about their cultural aspects; food, holidays, flag, geographic location, language, sports, etc. Integrate hands-on activities to help students connect to a few of these aspects.

Tips/Tricks: Don’t try to teach too many cultural aspects, pick two or three and go more in depth. Make everything as interactive as possible.

The Tuskegee Airmen played a pivotal role in World War II while battling prejudice and segregation to African Americans.  This lesson will allow students to research and examine various primary source documents to learn what contributions the Tuskegee Airmen made to American society.  Students will listen and read about the Tuskegee Airmen through research and videos while providing evidence to various guided questions.  The students will then create journal entries as to what it might have been like to be a member of this famous group on their first day of training and on their first flight mission. 

This is a self-service online workshop for teachers who use primary documents to help students see the impact and ongoing relevance of the Constitution. It requires little advance preparation and provides everything needed, including a vocabulary list, document analysis worksheets, and historical documents -- John Marshall's Supreme Court nomination (1801), proclamation to New Orleans (1803), Lincoln's telegram to Grant (1864), Johnson oath photo (1963), and more.

The unit has two parts. In each, students dive into inquiry to answer the compelling questions:

1. Who are some of our closest tribal neighbors, and what have they been their lifeways since time immemorial?
2. Why do people explore, and how does this lead to expansion?

Part 1 is focused on the examination of the northwest and some of the original inhabitants. Through these questions students will learn about the culture of some of their closest tribal neighbors, the Spokane Indians. The final project for Part 1 is a cultural investigation display, in which students will show what they know about the culture of the Spokane Tribe.

In Part 2, Students will also learn about forces that brought change to the northwest: fur trade era and exploration. Students will ultimately learn about the Corps of Discovery and the Oregon Trail and know the impact each had on the west. Students will finish Part 2 with a timeline activity that will reflect choice and build upon student strengths according to their skill set.

Finally, a lesson on a Tribe of the Columbia Plateau is offered as an extension, but it is strongly recommended that students get to experience this lesson.

Note that the emphasis here is on the Spokane Tribe as one of our closest tribal neighbors. In no way is this an exhaustive study nor should the tribal cultures be generalized to other tribes of the region. We understand that each tribe in our region and North America was and continues to be unique in its culture, practices, lifeways, and traditions.

This STEM challenge is intended for use after completing a study of United States Symbols.

In this ZOOM video segment, cast member Francesco follows the paper trail to find out what happens to his recyclables. He visits a material recovery center and learns how paper is recycled and the number of trees that are saved as a result.

Students explore a variety of sources for information about voting. They evaluate the information to determine if it is fact or opinion, and then create a graffiti wall about voting.

In this Wonder of the DayR, learners will be introduced to the French Revolution. They will explore what the French Revolution was,What caused the French Revolution, and What the French Revolution accomplished.