"Salt River," the fictitious river of political doom, is charted here as a meandering stream of Democratic misfortunes. The chart was purportedly "prepared by Father Ritchie," i.e., Democratic editor and Polk administration spokesman Thomas Ritchie. Swipes are taken at the Tariff of 1846, Polk's Vice President George M. Dallas, Martin Van Buren, and 1848 Democratic presidential nominee Lewis Cass. The river winds upward from the Ohio River (Ohio was a Democratic stronghold in 1848) to the Lake of Oblivion with an island on which sits the "Mansion of Despair." The "Fast Sailing Steamer Free Trade," captained by Lewis Cass and piloted by Ritchie, sets out on the "Slough of Despond" below (one of the landmarks in John Bunyan's "Pilgrim's Progress&1). The ship approaches a fork, from which the "Old Fox Branch" on the right leads to "Cabbage Point" and the home of Martin Van Buren. Van Buren can be seen sitting in a rowboat on the river complaining, "Hard work this all; your fault 'John,' with your D--d Free Trade." His son John, a Free Soil party leader and campaigner, encouraged Van Buren's bid for the party's presidential nomination in 1848. On the left Salt River continues past the "Sub Treasury Bluffs," "Noise and Confusion Shoals," "Two Face Points," and "Irish Relief Shoal" (a reference to Democratic support for anti-British insurgents in Ireland), to another fork, "Prince John's Creek." Here John Van Buren walks along the shore and calls, "Good bye Dad! We could not Gull the People." The main branch of the river continues to "Pillow's Cemetery" (named after Gen. Gideon Pillow, conspirator against popular Mexican War commander Winfield Scott and a friend of James K. Polk), "One Seal Island" (?), "Casting Vote Point," and "St Anna Pass." The last is named after Mexican president and commander Santa Anna, whom the Polk administration returned from exile only to see him lead the war against the Americans. On Lake Oblivion is a small ferry boat heads toward the shore at upper right where it will connect with a train named "Tariff [of 18]42," bound for Washington. On the left is a funerary monument "In Memory of Dallas," a memorial to Vice President and former Pennsylvania senator George M. Dallas. Many of Dallas's fellow Pennsylvanians viewed him as a traitor to the state's interests in his support of the Tariff of 1846, which supplanted the popular 1842 tariff.|Title appears as it is written on the item.|Weitenkampf, p. 97.|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 1848-26.

Creating Native American Myths and Legends is a five-part lesson plan asking students to research a traditional or modern Native American myth or legend story and then turn that story, or create an original story into a Pixton graphic cartoon representation. The lesson provides an overview of the basic elements of myths and legends so that students are aware of the structure and key components of each as it relates to Native American storytelling. While traditional methods of Native American storytelling rely heavily on oral storytelling, modern graphic novel collections of stories such as Trickster: Native American Tales are providing a new way of recording traditional stories and providing an outlet for new creations for modern Native American artists and storytellers. The project follows an adapted inquiry model and uses the graphic cartoon generator software website Pixton.com, as well as GSuite for Education.

While studying the Articles of Confederation government and the Constitutional Convention in this problem-based learning module, the students will determine the benefits of peacefully changing an inept government.  They will deduce the crucial steps needed for peaceful change to happen within a society.  An area of research will be chosen to help solve a problem critical to the students’ middle school lives.  Feedback will be gathered through a video interview or a Google Form survey of crucial stakeholders.  Students will research the alternatives to improve upon their selected problem.  Students will present their findings to a decision maker and wait to receive feedback.

This article discusses how creating Readers Theater scripts from informational text can improve fluency and build comprehension.

In this Unit Plan, Students will use Book Creator to create a comic of the story they have independently read in class. Students will independently use the resource I generated on how to use each function to create their comic. Then use the Criteria for Success ( cfs) to evaluate their own work, and share their work to peers.

By looking at advertising and mass media critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture.

Social media has become an increasingly popular and convenient platform in recent years. However, it has also given rise to opinions often perceived as factual and reliable, despite being misleading or false. According to two studies conducted by the Pew Research Center, in 2018, 14% of social media users claimed to have changed their views due to the content they saw on social media. This percentage increased to 23% in 2020, representing a significant surge of 60%.

This a a cross curricular unit encompassing English, History, and Math Common Core Standards to teach the Child Labor practices of 1800s U.S. with the tragedy of Triangle Shirtwaist Factory Fire of 1911 which lead to child labor reform throughout the world and into the modern era.

An introductory lesson for a unit on Puritan literature. Introduces students to the history of the Puritan movement as well as common Puritan beliefs and values.

This unit explores multiple themes in both the play The Crucible and real historical contexts in order to deepen our understanding of human nature while sharpening our literary analysis skills. As students read, heavy emphasis is placed on using textual evidence to support character and theme analysis. Students will also work on strengthening research skills. The summative assessment involves analyzing how a common theme can be seen during both the play and the McCarthy trials based on analysis of a variety of sources.

This collection uses primary sources to explore Arthur Miller's The Crucible. 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 Cultivating Washington curriculum is intended to be a go-to resource for Washington state middle school educators seeking student-centered instructional materials that make learning about the history of the Pacific Northwest more relevant and meaningful for students.In addition, it is a resource for agricultural education teachers, parents, and community members interested in helping students discover the history and development of agriculture in the state of Washington.

This is a unit plan for studying Culture, based and framed around OER resources, specifically the OpenStax textbook for Sociology.

The artist portrays congressional efforts to pass the Crittenden Compromise as an antidote to Republican intransigence on the slavery issue. (For an earlier anti-North satire relating to the compromise, see "Congressional Surgery. Legislative Quackery," no. 1860-44.). Three well-dressed men (probably members of Congress) attend a sick man, who wears a dressing gown and holds a document inscribed "Republican Platform No Compromise." Together they pull the invalid from his chair and struggle to force an oversized pill "Crittenden Compromise" down his throat, pushing it with a "Petition of 63,000." A box of "Constitutional Remedies" (containing more giant pills) is on the floor nearby. The door to the room stands open at right.|Ent'd According to act of Congress 1861.|Published by Benj. Day 48 Beekman St. N.Y.|Signed: BDay del (Benjamin H. Day, Jr.).|Title appears as it is written on the item.|Weitenkampf, p. 130.|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 1861-1.

One of two prints by "HD" (identified by Weitenkampf and others tentatively as Henry Dacre) based on incidents during President Van Buren's visit to the resort at Saratoga Springs, New York, during the summer of 1839. (See also "The Meeting at Saratoga" no. 1839-4.) Although Van Buren is known to have stayed at Saratoga on his tour of New York State, it is not clear to what degree Dacre's scenes are imaginary or contrived for satirical effect. Here Martin Van Buren is snubbed by the widow of former political rival DeWitt Clinton. In a room filled with elegantly dressed men and women, Van Buren says to Mrs. Clinton, "Stay Madam, I would beg some words with you." Mrs. Clinton, turning away, is asked by her companion, "Mrs. C...... why did you not speak to him, when he look'd so very Pleasant?" To which she responds, "I! I! speak to the ........ who persecuted my husband to the day of his Death!" Mrs. Clinton's refusal to speak to Van Buren at Saratoga, on the grounds that he had allegedly dissuaded former President Jackson from visiting her, was widely reported in the New York press. |Lith. of H.R. Robinson, 52 Cortlandt St.|Signed with monogram: HD (Henry Dacre?).|Title appears as it is written on the item.|Weitenkampf, p. 59.|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 1839-3.

Figurative portrayal of Whig opposition to the independent treasury or subtreasury system conceived by Jackson and implemented by Van Buren and the Democrats. In a large tree is a nest labeled "Sub Treasury" in which sits an alarmed hen, Andrew Jackson, who says, "Woodman spare that tree!! By the Eternal dont cut it down." Falling from the tree is a crow with Van Buren's head who exclaims, "I'll never trust to Hickory agin, but go and roost among the "Kabbitches" at Kinderhook." The tree is being felled by Harrison, who wields an axe "Reform," and says, "I used to be a pretty good axe-man when I first lived in a log cabin! I think there's enough left of the old stuff yet to hew down this tree!" Henry Clay and Daniel Webster are pulling it down with a rope. Clay: "Down with it! it has overshadowed the land long enough, and poisoned every thing with its noxious exhalations!" Webster: "Pull together and down it must come!" |Entered . . . 1840 by John Childs.|Published by John Childs, 90 Nassau St. New York.|Signed with monogram: EWC (Edward Williams Clay).|The print was deposited for copyright on September 24, 1840. |Title appears as it is written on the item.|Davison, no. 137.|Weitenkampf, p. 65.|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 1840-57.

The objective of this unit is for students to be able to evaluate cyberbullying and know what to do if they witness it and or are a victim. We are going to touch on the bystander effect, THINK, the definition of cyberbullying, the signs of someone being cyber bullied, and how to handle cyberbullying in smart and effective ways. We want the students to be aware of the issue and know how to help and especially prevent it if they can by being smart digital citizens. This lesson will also show how to promote awareness of cyberbullying and how to show people the negative effects of it. This lesson will help the students develop an understanding of the issue and know many components of it.

D3: DYNAMIC DETROIT DATA@ BUNCHE ACADEMY IS A RESOURCE FOR STUDENTS, PARENTS AND TEACHERS TO USE TO FIND CURRICULUM RELATED WEBSITES. THIS IS A USEFUL ONE STOP LOCATION TO START YOUR SEARCH TO RELATED AGE APPROPRIATE CONTENT MATERIAL FOR STUDENT WORK.

A humorous but favorable portrayal of secretary of state Daniel Webster's assertive role in the dispute over American fishing rights in Canadian waters. (See also Edward W. Clay's "John Bull's Fish Monopoly, no.&1 1852-4, for background on this controversy.) The print reflects the belligerent attitude of northeastern Americans toward Britain over the matter. The powerful figure of Daniel Webster looms large in the center of the work. He stands in the fore of a small fishing boat on the Bay of Fundy, bracing his foot against the inside of the bow. He tows a line strung with fish, struggling against a party of English fishermen who pull from another small boat at left. Also lending their weight to Webster's efforts are two American fishermen behind him in the skiff. Old Dan: "Now then, pull away boys! pull away! ah theres no use, them English have got too much bottom for us &ther powerful strong in the arms. I'm afraid we'll lose our fish what shall we do? Negotiate? or Fight." American fisherman: "Why fight first & Negotiate afterwards, to be sure." Behind them are several larger vessels. The repetition of the initial "D" in the title is puzzling. It is probably a fragment of the word "Old," partially obliterated in this and other recorded impressions of the print. (Webster was seventy in 1852.)|"Pub. at the Office of Yankee Notions 98 Nassau St. N.Y."|Signed: JLM dell. (John L. Magee).|Thomas W. Strong Lith. 98 Nassau St. N.Y.|Title appears as it is written on the item.|Reilly, p. 155-156.|Weitenkampf, p. 111.|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 1852-6.