Students and teachers can use this learning lab to learn about various aspects of aviation during WWII and some of the most important aviators at that time.
During WWII Monopoly game boards, along with other types of games were used to hide small undetectable items such as a tiny compass, files, and silk maps. POW's used the items to escape. When America entered the war, they used the British model to incorporate hidden escape tools into board games through the US Army's Escape and Evasion section, run by the expertise of a Civil Engineer turned Intelligence Officer, Captain, Robley Winfrey.
One way to introduce these documents would be:
1) To ask students to come up with a list of items that might be needed to escape from a POW camp.
2) After a list is generated, I would set out several board
games and ask students to design a way to hide the items within the game.
3) Then, after sharing their plans, I would use the
documents to reveal the actual way items were concealed
This could be done through a variety of formats: student research, power point, short film clip, etc.
Follow up discussion: technology and ingenuity used to develop for these tools
Using this guide, you can help your students learn about WWII with resources for every day of the week.
This collection uses primary sources to explore the War of 1812. 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.
Lesson OverviewThis is a close reading lesson of “Little Things Are Big” by Jesús Colón . This text was featured in a newspaper column written in the 1950s. The essay is an introduction to the concepts of conflict in literature.Lesson FocusHow do the perceptions we have of ourselves and of others create conflicts?Student OutcomesStudents will be able to determine how the conflict in “Little Things Are Big” was influenced by outward (physical) identifiers as well as infer how the conflict may have been different if the main character would have made a different choice. Image source: "Menschen, Offentliche..." by Tim Savage on Pexels.com.
“The Treasure of Lemon Brown” by Walter Dean MyersSee Overview attachment for lesson details.
This lesson focuses on a close reading of "The Monkey's Paw" by W.W. Jacobs. Advanced learners (who are skilled with theme) will also be reading "The Veldt" by Ray Bradbury.
"Homeless," by Anna Quindlen, allows the student to understand homelessness as it affects many people on a broader scale. She emphasizes the individuality of homelessness, the fact that they not only lack possessions but have no place to keep them."The First" (also titled "Eviction") is a short poem by Lucille Clifton that provides the opportunity to compare and contrast the approach to the same issue through another genre.Final Assessment: How do Anna Quindlen and Lucille Clifton use language to convince the reader that their arguments have value? (focus on use of specific language, word choice, mood, tone, etc.)
Learn how the long life of Chief Washakie bridged a century of change in the American west—from the time of nomadic tribes following buffalo herds, to the period when tribes relinquished their claims to vast tracts of land in the West. That's when the Eastern Shoshone settled on the Wind River Indian Reservation. In the accompanying lesson plan (found in the Support Materials) students will understand the character traits of Chief Washakie.
LEARNING OBJECTIVES:
Students will write and deliver a speech pretending to be Chief Washakie talking to the people of the 21st Century.
Students will learn character traits and qualities and describe every individual and determine life choices for all.
Students will practice identifying “cause and effect” with historical events based on character qualities.
Students will be working with the problem “How do we know water is safe to drink?” under the theme of “How does access to clean water and sanitation affect a culture?” Students participate in labs related to the hydrologic cycle and water quality. Students design and build a local watershed to model the movement of water across land. Students also research and explore print, video, and audio resources for news and information about local / global water pollution / impact by and on humans.Students share what they have researched with each other, then create an artifact (infographic, video, slideshow, animation, comic strip, etc) intended to educate peers and younger students about water quality and its importance. Ideally, finished products would be shared with others in an authentic setting.Standards:Ohio Science Standards (Grade 7)CCSS English Language Arts (Grade 7)
Through relevant videos, connections to young adult literature, and hands-on exploration, students are introduced to the challenge of providing clean water and sanitation through a global lens.Additionally, students go on a “water walk” to experience the challenges that some people face each day as they locate and collect clean water.The goal of the unit is to ground the activities in a culture of empathy. Furthermore, students participate in an engineering design challenge in which they build a water filter that is both cost-efficient and effective in changing the pH and turbidity of the water samples.Finally, students have the opportunity to share their learning with peers and local experts through a sales presentation as they pitch their device and findings.Standards:CCSS English Language Arts (Grade 7)CCSS Math (Grade 7)Ohio Standards for Science (Grade 7)
This collection uses primary sources to explore The Watsons Go To Birmingham1963 by Christopher Paul Curtis. 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 Ways is a series of stories from Native communities around the central Great Lakes. This online educational resource for 6-12 grade students features videos and an interactive map exploring contemporary Native culture and language. The Ways supports educators in meeting the requirements of Wisconsin Act 31, seeking to expand and challenge current understanding of Native identity and communities.
Students use questioning and research to identify the difference between climate and weather.
The purpose of this lesson is for students to be exposed to, understand, and begin using common American-English idioms. Students will practice using the idioms through speaking, listening, reading, and writing activities.
In this lesson students will learn about weather by taking walks in various types conditions: sunny, rainy, windy and snowy.
Students use questioning and research to identify the difference between climate and weather.
This lesson is to introduce the IB Unit of Inquiry, "Where We Are in Place and Time". The Central Idea: Environmental factors influence the adaption of living things. Lines of Inquiry that will define the scope of the inquiry into the central idea:Animal/human adaptationsThe location determines climate (map skills)Compare/contrast the two polar regionsTeacher questions/provocations that will drive these inquiries:What is the landscape of the Polar Regions?What factors affect the climate of the Polar Regions?How does climate affect adaptations?
Of the three branches of our government, many believe that the most important is the one directly elected by "We the People": the legislative branch, represented by the two houses of the U.S. Congress at the Capitol building. Join a group of middle schoolers on a tour of Washington, D.C. as they learn about the Constitution and what it means to be "We the People." The "We the People" videos are produced in collaboration with the U.S. Capitol Historical Society.
Students will engage in reading imagery through extended viewing of an image, and then engaging with critical dialog about what they saw. This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"