In this lesson, students will develop media literacy skills by analyzing and evaluating real versus fake news sources. Students learn how to identify various types of fakes news and apply critical thinking to evaluate if the information is reliable and unreliable.Image attribution: https://flic.kr/p/XKaGVH

An interactive assement to see how children understand the different between truth and a lie in the media. 

A team of teachers at Centennial Elementary School in Olympia, WA, developed book boxes to share across the school each month centered on identifying feelings and developing empathy for others. Each month one or two picture book titles are paired with a Word of the Month. The media literacy teacher team developed materials, including a presentation slideshow, a video read-aloud, and discussion questions. The principal and teachers share the books with students, facilitating discussions for students to identify their own feelings and develop a toolbox for regulating emotions. Students use a Likert scale, developed by Jennifer LaGarde and Darren Hudgins, to identify emotional responses and develop vocabulary to describe and deal with their feelings. Titles and SEL connections are shared with families through the school newsletter.Centennial Media Literacy Teacher Team:Heather Slater, teacher-librarianJennifer KnightLuci StaffordAdam PearceShannon Ritter, principal

This is a lesson plan using Project Look Sharp resources. The plan procedures are what was included in their Teacher's Guide.

In this unit, students explore and discuss video clips, articles, advertisements, myths, and other relevant information about how media sources affect our food choices.In particular, students learn about the marketing of food to children and adolescents. The unit will culminate with students working in groups of 3 to create a media presentation that can serve as a decision-making guide to inform food choices/decisions.Standards:CCSS English Language Arts (Grades 7-8)Ohio Standards for Technology   

This collection uses primary sources to explore the Bracero Program. 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.

An engaging secondary reading (1400 Lexile) about Mexico's role in the American Revolution.

In this lesson students will observe and read about microorganisms so that they can create an information book on microorganisms.

The activities in this lesson invite students to focus on the characters from A Midsummer Night's Dream, to describe and analyze their conflicts, and then to watch how those conflicts get resolved.

Using historical texts, information texts, and historical fiction, this module explores the migration experiences in America. It is designed to be flexible. It can be combined with information on Critical Race Theory from Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education by Sensoy and DiAngelo for the upper grades or for “Critical Texts in Literacy: Living Inquiries into Racial Justice and Immigration” by Riley and Crawford-Garrett (NCTE) for the middle school grades. The teacher can choose any or all of the text sets. There are a number of possibilities for optional literature circles with suggested full-length texts. Each text set includes pre-reading, during reading, and post-reading strategies.

This resource is an integrated unit spanning math, economics and English. This unit is focused on the the subject of the minimum wage and the themes of equity, financial stability and quality of life.

The Miss Indian America Pageant was launched by Sheridan residents in the 1950's to combat discrimination. In the accompanying lesson plan (found in the Support Materials) students will view the story told through the eyes of Miss Indian America title holders who held a reunion in 2013, serving as grand marshals in the Sheridan, WY Rodeo parade and commemorating a legacy of bridging cultures.

LEARNING OBJECTIVES:

Students will identify the reason why the town of Sheridan, WY started the Miss Indian America Pageant.
Students will define the given vocabulary words.

This is the Output of the Etwinning Project Mission: Creating Gender-Responsive Learning Environment.
When developing gender-responsive learning environment through the project, we will try to provide a complete and holistic picture of each unique situation as it relates to women, girls, men and boys.
While there are many gender-based barriers to education—socio-economic, cultural, and institutional—the project will focus on practical tools that individual teachers, directors, educators can put to immediate use in their classrooms, organization or even workplace. It addition, it contains key definitions related to gender and education, references to international commitments to gender equality in education, and a list of supplementary online resources and suggested reading materials.
We hope that this project will help to raise awareness, spark discussions, and encourage sensitive and productive learning environments for students of all genders and stages.

In this video segment adapted from Hope in a Changing Climate, learn how an environmentally devastated ecosystem has been restored, benefiting both the local economy and global efforts to fight climate change.

Model Diplomacy is the Council on Foreign Relations’ (CFR) free multimedia simulation program. It engages students through role-play and case studies to understand the issues, institutions, and challenges of creating and implementing U.S. foreign policy. It is an adaptable interactive resource that promotes independent research, critical thinking, effective communication, and collaborative approaches to problem solving. Model Diplomacy places students in the position of policymakers deliberating hypothetical scenarios based on real issues. Content is informed by CFR experts.

The lessons in this unit were developed by teachers at Souhegan High School for junior/senior level Physics classes, to be taught during the first trimester of the 2016-17 school year. It includes 5-10 lessons that culminate in students demonstrating their ability to find meaning in complex text and incorporate key ideas of modern physics by completing the final creative writing project.

Modern physics is a very broad topic. We will be focusing on three of the main pillars of modern physics — special relativity, general relativity, and quantum theory. The goal of the unit it to have students use the concepts of modern physics accurately in a creative way and increase their willingness and confidence to learn more about the subjects beyond high school. Modern physics is intimidating to the general public. We hope to spark students interest and have students realize that they can make sense out of the counter intuitive model of reality.

Each topic will be broken into several phases of understanding:

Limitations of classical physics
Key principle that led to modern physics
Models for describing modern physics
Predictions and experiments that support and provide evidence for modern physics theories

The students will explore the phases by using inquiry-based reading. They will explore an anchor text for meaning while looking for where it addresses the four phases above. Students will then perform additional research and apply what they have learned in class to create their final project.

This edition is derived from the Project Gutenberg edition of A Modest Proposal.

Lillie invites the viewer for a trip back in time to the Mogao Caves in China.