This collection uses primary sources to explore the Populist Movement. 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.

Entender que los tornados son peligros relacionados con el clima. Entender las características de los tornados. Identificar las formas en que las personas pueden protegerse durante un tornado.

The Postcard Creator helps students learn to identify all the typical parts of a postcard, and then generate their own postcard messages by typing information into letter templates. After printing their texts, students can illustrate the front of their postcards in a variety of ways, including drawing, collage, and stickers.

This lesson will introduce students to postcolonial literature--the major players, unifying themes, and major debates surrounding the classification of this genre. It also contains links to readings, discussion questions, and a collaborative project aligned to multiple Common Core standards.

This collection uses primary sources to explore the postwar growth of the American suburbs. 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.

In this lesson designed to enhance literacy skills, students learn about the positive effects that exercise has on the body and some activities they can do to improve their health.

This activity can be used after reading Chapter 5 of The Great Gatsby. Listening and watching the video for Lana Del Rey's song, and title track for the film, students will dig deep into the lyrics of the song identifying figurative language, draw connections between the lyrics of the song and direct quotes from the text, and have meaningful discussion about point-of-view and symbolism in the video. Guaranteed to engage students and make valuable text to text connections!

The Preamble is the introduction to the United States Constitution, and it serves two central purposes. First, it states the source from which the Constitution derives its authority: the sovereign people of the United States. Second, it sets forth the ends that the Constitution and the government that it establishes are meant to serve.

Given a Bingo Board, students will expand their knowledge of prefixes, suffixes, and root words by playing bingo.

This website gives a short written explanation and plenty of practice for common prefixes. There is also a video on prefixes and other interactive activities for suffixes and more.

To help student better understand the concept of the computer Table of Contents Project RequirementsPart 1: Lesson DescriptionLesson TitleAbstractPrimary UsersEducational UseCollege & Career Readiness Standards AlignmentLanguageMaterial TypeLearning GoalsKeywordsTime Required for LessonPrior KnowledgeRequired ResourcesLesson Author & License 

This lesson is designed to benefit adult learners who are studying at a 6th to 8th grade level. The lesson would be most useful for English Language Learners but could also be useful to native English speakers who are finishing up their formal education. The lesson reviews how to use affirmative and negative present perfect, such as “I have (not) done”. It is assumed that learners have already studied and can recognize the formation of the present perfect, but the grammar will be reviewed briefly. Learners will practice forming the present perfect with vocabulary in the context of work and finding work. They will work in pairs, reading excerpts from job ads and writing present perfect sentences that indicate that they have done that job/task. Finally, learners will practice creating present perfect sentences with relation to their own work experience. This lesson is designed to take 30 minutes.

Learn what the futures of the Eastern Shoshone and Northern Arapaho tribes are, and how the tribes will retain their culture and tradition while preparing to move into the future? In the accompanying lesson plan (found in the Support Materials) students will understand the importance of education and perservation of the culture.

LEARNING OBJECTIVES:

Students will demonstrate an understanding about the importance of education and preservation of the language and culture among the Northern Arapaho and Eastern Shoshone Tribe from the past, present, and future.
Students will learn about the Federal Indian Policy to civilize Native Americans through the establishment of Native American Boarding Schools incorporating key vocabulary words.
Students will learn about how the practice of forced assimilation contributed to the diminished use of the Shoshone and Arapaho people’s lifestyle, languages, and traditions.
Students will discuss the development of Indian boarding schools in the United States and Wyoming.
Students will analyze the differences between the early educational experiences of the Native American and non-native students.
Students will examine the importance of education as a value that the Shoshone, Arapaho, and non-native communities share.
Students will consider how Native American students and non-native students can learn from each other to dispel the myths and stereotypes that exist in contemporary society.
Students will learn why oral traditions are important.
Students will understand why respect for elders is important in the tribe.
Students will gain an awareness of why traditional dancing and singing is important to traditions and culture.
Students will explore the significance of the buffalo to the Shoshone people living on the Wind River Reservation.
Students will learn that through traditional concepts of understanding, the Shoshone people, as well as many other Plains tribes, were able to survive through their sustenance on the buffalo.
Students will discuss the relationship that Native American people have with the buffalo (i.e., spiritual, sustenance, etc.) and how oral traditions play a critical role in the preservation of Native ways of knowing.

Use this tool to record your responses to a primary source. Sample questions are provided for guidance

Students may download or print completed analyses

In this unit, students will explore the different forms of transportation over time—from the New World and early America, to present day—and their impact on society and the environment (Change and Continuity). They will explore the impact of the different forms of transportation on economics, migration, and geography (where people live and how they adapt their environment to their transportation need), as well as how to become critical readers by gathering information from a variety of primary and secondary sources to understand the impact of transportation on history.

This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.

Through a study of the moon, students will be guided through an inquiry process using primary sources to learn how we shape our understanding of the past (history). They will also learn how new discoveries and observations change our perceptions over time, as each succeeding generation creates knowledge and adds new technology. Students will then pose their own questions to wonder how future discoveries or new technology might change our understanding of the world and our universe.

This document describes a series of lessons in the Social Sciences, all of which are tied to the exploration of the United Nations Universal Declaration of Human Rights (UDHR) as a Primary Source Document. They are designed to be given to 9th or 10th grade students in a World History, Cultural Geography, or similar social science class. They are specifically designed to teach the Common Core Standards for Literacy in the Social Sciences, and to engage higher order thinking skills.

Use a 3 ½ minute Ted Talk video in EdPuzzle to learn about and answer questions about our government. Standard 5.05 Explain why people create governments and describe the structure of the government in the United States and how it functions to serve citizens.I can describe the purpose of a democracy/government.I can identify the three branches of government; Legislative, Judicial, and Executive.I can describe the functions of the three branches of government and checks and balances.Pre-lesson: Review prior knowledge on American Revolution