An illustrated advertising label for soap manufactured in Boston, interesting for its imagery and allusion to the popular "Know Nothing" or nativist movement. In the foreground are two American Indians, emblematic of the movement's prejudice against the foreign-born. In the lower right is a seated brave, leaning against a rock and holding a pipe. Above him a large American flag, with thirty-one stars, unfurls across the main picture area. The flag is supported in the upper left corner by an Indian woman, who points to the words "Know Nothing Soap" emblazoned on it. In the background is a landscape with tepees and a campfire on the bank of a stream.|Entered . . . 1854 by G.A. Hill . . . Massachusetts.|Geo. A. Hill & Co. 56 Federal Street, Boston. L.H. Bradford & Cos. Lith.|The Library's impression of the label was deposited for copyright on October 20, 1854.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1854-3.

Students begin this unit by exploring the themes of humanity and community as they discuss  the many factors that influence the development of personal identities. They unpack together how we show versus hide different parts of ourselves, and how our identities can be both fixed and ever-changing. Then, students listen to oral histories by Vietnamese Americans to learn how displacement and resettlement have impacted them personally and shaped their outlook on helping others. Using evidence from these firsthand accounts, students answer the question: What can the experiences of displaced people teach us about community, resilience, and humanity? Throughout this unit, students work in teams to create a podcast where they reflect on their collective responsibility to stand in solidarity with displaced people.

Lesson plan to support the implementation of our group introduction of our anchor text surrounding the idea of genetic impact on future decision making

Engage students in the analysis of the persuasive written language of advertisements. Students will have to recognize some language techniques used in advertising, match the techniques to some printed ads and create slogans, using such techniques. Subject: English Language, Reading Foundational Skills, Writing Foundational Skills Level: secondary education Material Type: Classroom Activity Provider:Terezinha Marcondes Diniz Biazi - State University of Campinas -UNICAMP/BRAZILMidwest State University –UNICENTRO/BRAZIL

Entered according to Act of Congress in the year 1865 by Gibson & Co. in the Clerks Office of the District Court of the Southern District of Ohio.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)

A satire on the controversy surrounding charges of election fraud against New York State tobacco inspector James B. Glentworth and other Whigs during the election of 1838. The allegations were made two years later, in October 1840, by New York Federal District Attorney Benjamin F. Butler, a Democrat. The cartoon echoes pervasive Whig countercharges that Glentworth was used by Democrats in a last-ditch effort to win the presidential election of that year. The print's title facetiously refers to incumbent Democrat Martin Van Buren's description of the Butler inquiry as "a card yet to be played" in his reelection strategy. Glentworth stands before city recorder Robert H. Morris, saying "Let me alone for that I'll blow em sky High Harrison Hard Cider and Log Cabins. I'll tell a tough yarn and the Whigs cant defend themselves before the election." Morris was charged by Governor Seward to hear testimony in the case. One of several observers remarks "It is a lie that will last us Locos [i.e., Loco Focos or radical Democrats] till after the Election." Another, a Bowery tough in striped trousers, remarks, "I think we have the British Whigs now." Morris says, "I say Whiting [i.e., New York City District Attorney James R. Whiting] I am afraid we are barking up the wrong tree. This is Butler's great card but I fear we have turned up the Knave of Clubs." Whiting (seated at table to Morris's right) confides, "My fears are that the Whigs will turn the tables upon us." A man standing on Whiting's right, says "It goes against my religion and my conscience to charge honorable men on the testimony of such rascals but my friend Van Buren must be taken care of." This may be John W. Edmonds, an influential friend of Van Buren involved in the case. A second witness, an obviously disaffected Whig, says, "Now Glentworth give it to Seward for not re-appointing "us." Dont stand on trifles "we" will provide for you." Although the signature "Spoodlyks" is certainly pseudonymous, "The Last Card. Tip Overthrown" is evidently one in a series of satires on the Glentworth scandal, executed by the same artist. Others in this series are "Loco Foco Consternation" and "Evenhanded Justice" (nos. 1840-61 and -62).|Printed and published by H.R. Robinson, 52 Cortlandt St. New York.|Signed: Spoodlyks 1840|Title appears as it is written on the item.|Weitenkampf, p. 63.|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 1840-60.

Students will look to multiple sources to verify information they find online and relate this research to the buying of a popular product to research for a scholarly purpose. This lesson is part of a media unit curated at our Digital Citizenship website called "Who Am I Online?"

The students will be able to look to multiple sources to verify information they find online. This lesson is part of a media unit curated at our Digital Citizenship website "Who Am I Online?"

This collection uses primary sources to explore leaders of Latin American revolutions. 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.

After reading the anchor text, The Hate U Give, students will make connections to additional sources, gather evidence from the sources, reflect, questions, and engage in a leaderless discussion.

A searing, election-year indictment of four prominent figures in the Democratic party, three of them former Confederate officers. Former New York governor and Democratic presidential nominee Horatio Seymour is portrayed as a "rioter." Standing in a burning city, he waves his hat in the air while he steps on the back of a crawling figure. In the background a corpse hangs from a lamppost. Between 1862 and 1864 Seymour had opposed Lincoln's war policies, and he was branded as instigator of the 1863 New York draft riots. (See "The Meeting of the Friends, City Hall Park," no. 1863-12.) Below the portrait are inflammatory passages from his speeches. Tennessee general Nathan Bedford Forrest, the founder of the Ku Klux Klan, and infamous for his role in the massacre of surrendered Union troops at Fort Pillow, is called "The Butcher Forrest." He waves a flag labeled "No Quarter" and fires a pistol. Extracts from reports of the Pillow massacre are given below his picture. Confederate admiral Raphael Semmes is portrayed as a pirate, wielding a knife in one hand and holding aloft a flaming torch in the other. Behind him flies a flag with a skull and crossbones. To the right a family cowers in fright. Semmes was the scourge of Union shipping during the Civil War. Under his command the "Alabama," a British-built ship, captured sixty-two merchant vessels, most of which were burned. An excerpt from Semmes's July 1868 speech at Mobile, Alabama, appears below this image. Confederate cavalry officer Wade Hampton appears as a hangman. He holds his plumed hat at his side and wears a uniform embossed with a skull and crossbones and a belt inscribed "C.S.A" (Confederate States of America). In the distance three Yankee soldiers hang from a gallows. |Signed: Th. Nast.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1868-7.

With guided practice students will use context clues to determine meaning of unfamiliar words in short passages. When students have completed the practice activities, they will read a newspaper or magazine article, picking out unfamiliar words and using context clues to decide what the word means. As a group activity they will share the article, the words, and their meanings with the class.

Students participate in learning clubs, select content area topics, and draw on texts - including websites, printed material, video, and music - to investigate their topics, and share their learning using similar media.

In this Lesson students will watch a Bookflix Click Clack Moo.  They will go over some new vocabulary words and write about a request they might have.

Students will practice the alphabet through a read aloud and practice spelling their name.

Video recreations that teach world legends and folktales will be enjoyed by all audiences.

Afghanistan - Eight Strands for Afghanistan; Albania - The Land of the Eagles; Algeria - The Legend of Tin Hinan; Angola - Kianda Takes a Bride; Azerbaijan - The Dove and Peace; Bolivia - The Legend of Chijchipa; Brazil - The Amazon River; Burma - Moguk - The Legend of the Rubies; Cambodia - The Tale of Thunder and Lightning; China - Journey to Dadu Marco Poso, The Silver Fish and The Great Wall.

Colombia - The Legend of Furatena; Djibouti - The Legend of Hadal Mahiss; DRC - The Kingdom of Kongo; Egypt - Cleopatra; Eritrea - Queen of Sheba; Ethiopia - The Lion's Whisker; Georgia - The Pheasant of Tbilisi; India - Taj Mahal; Indonesia - The Legend of Merong Mahawangsa; Iran - The 1001 Nights; Iraq - Abul Abbas the Elephant; Israel - Solomon the Wise King; Ivory Coast
The Legend of Queen Pokou.

Japan - The Naming of Mount Fuji; Kazakhstan - The Legend of the Dombra; Kenya - The Spirit Wife; Kurdistan - Legend of Zembilfiroz; Kuwait - Mariam and Salim: Defenders of Kuwait; Lebanon - Cadmus The First Teacher; Liberia - The Chief's Wise Wife; Libya - The Legend of Cyrene; Mali - The Lost Manuscripts of Timbuktu; Mexico - The Lengend of Popocateptl & Iztaccihuatle; Mongolia- The Camel and the Rat; Morocco - The Legend of the Almond Tree; Nepal -Boudhanath; Nigeria - Bayajidda; North Korean - The Legend of Tangun; Oman - The Frozen Dates.

Philippines - The Legend of Apo Lakay-Lakay, The Chocolates Hills of Bohol Island, Legend of Alitaptap and the Fireflies; Poland - The Mermaid of Warsaw; Portugal - The Rooster from Barcelos; Saudi Arabia - Poetry in Pre-Islamic Arabia Qays and Layla, Poetry in Pre-Islamic Arabia Antara and 'Abla; Serbia - Marko - Hero and King; Somalia - The Camel in the Sky; Syria - How the West Was Won by the Arabs; Thailand - Ta-in and Ta-na; Tunisia - Queen Ellissar, The Punic Wars; Turkey - Troy; Turkmenistan - Sultan Sanjar and the Fairy; UAE - The Milk Container; Uzbekistan - How Samarkand Got Its Name; Venezuela - The Five White Eagles; Vietman - The Legend of Betel: Cao Tan and Cao Lang; Yemen - The Discovery of Coffee.

This lesson will give beginner Lego-builders a fun introduction to gears and how they function. If used in a classroom setting, there is also a video about the History of Lego and an activity for students to free-build the flag of Denmark in honor of the company's beginnings there.

This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.