The digestive system is amazing: it takes the foods we eat and breaks them into smaller components that our body can use for energy, cell repair and growth. This lesson introduces students to the main parts of the digestive system and how they interact. In addition, students learn about some of the challenges astronauts face when trying to eat in outer space.

Students explore multiple forms of digital etiquette and citizenship. They research current events based around digital concerns and innovations. Eventually, they apply that knowledge to their own lives and use of technology to develop 5 top guidelines for digital device usage for their peers. Students share their presentations and projects in an exhibit-style venue. Using a survey, students vote for their top choices, eventually selecting one choice to implement.Standards:CCSS English Language Arts (Grade 8)Ohio Standards for Technology 

In this problem-based learning module, students will investigate why is it important that students be careful what is posted for everyone to see. Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources.I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way.I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).

This resource provides a description and links to the original materials for a multi-day unit created by teacher-librarians at Highline Public Schools. The unit shows 9th grade students how to access, analyze, evaluate, and cite information sources.

This resource provides a description and links to the original materials for a multi-day unit created by teacher-librarians at Highline Public Schools. The unit shows 9th grade students how to access, analyze, evaluate, and cite information sources.

Striking images can leave lasting impressions on viewers. In this lesson, students make text-self-world connections to a nature- or science-related topic as they collaboratively design a multimedia presentation.

In this unit students will reflect on their own media environment, understand how cognitive bias and social media algorithms influence that environment, and learn how to investigate new sources and claims online. These activities culminate in a student-led "social science fair" MisinfoNight event where they present their new skills and knowledge to family members to help them become more savvy information consumers. 

So many dinosaurs have names that come from Greek or Latin roots. This activity lets kids explore those affixes.

The Confederate leaders are portrayed as a band of competing opportunists led by South Carolina governor and secessionist Francis Pickens (far left). The artist criticizes the January 1861 secession of five states from the lower South, following the lead of South Carolina, which had formally declared its independence a month before. Armed with a whip and a pistol, Pickens sits on the back of a young slave, pronouncing, "South Carolina claims to be file leader and general whipper in of the new Confederacy, a special edict! Obey and tremble!" The other leaders are also armed. Pickens's tyranny is met by expressions of self-interest from the other confederates. The nature of these individual interests are conveyed pictorially and in the text. Leaders from Alabama, Mississippi, and Georgia sit on bales of cotton, while Florida and Louisiana sit on a wrecked ship's hull and a barrel of sugar respectively. Florida (represented by a bearded man, possibly Stephen R. Mallory, senator and later secretary of the Confederate navy ): "We want it distinctly understood that all the lights on the Coast will be put out, in order to facilitate wrecking business." Alabama (William L. Yancey): "Alabama proclaims that CĚ_Ąotton is King,' and the rest of the Confederacy "must obey" that Sovereign. Mississippi (Jefferson Davis): "We came in, with the understanding that we shall issue bonds to an unlimited extent, with our ancient right of repudiation when they became due." Georgia (Governor Joseph E. Brown): "Georgia must have half the honors, and all the profits, or back she goes to old Pluribus Unum.'" Louisiana (a mustachioed man): "A heavy duty must be levied on foreign sweetening in order to make up for what we have sacrificed in leaving the Union, otherwise we shall be like a PĚ_Ąelican in the wilderness!'" Although Texas, which seceded on February 1, is not represented here, the print probably appeared at the time of the Montgomery convention in early February when the Confederate States of America was formed, but before Jefferson Davis assumed its presidency. Texas did not attend that convention.|Published by Currier & Ives, 152 Nassau St. N.Y.|Title appears as it is written on the item.|Gale, no. 1730.|Weitenkampf, p. 128.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1861-6.

Three men at left, one saying, "Verily friend Darg since we have returned thee thy money, I claim the reward of $1000 - Brother Barney Corse was merely my agent, verily!" Another "Yea verily I was but thy instrument Brother Hopper as Brother Ruggles here knoweth!" Man at right, brandishing chair and holding bag marked $6908, rails at their impudence and tells them to "get out of the house."|Copyright by H.R. Robinson.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)

The goal for this lesson is to increase student comprehension and problem-solving skills by emphasizing real-world problems and encouraging students to be proactive in solving those problems. Description of classroom, grade level, and students: This assignment is for a 10th grade English II classroom, ranging from AP to standard student populations.Prior Knowledge of Subject: Students possess a prior knowledge about tornado activity, severe thunderstorms, and earthquakes due to living in Oklahoma.Length of Lesson: Students will be allotted 10 class periods of 45 minutes in class. They are also allowed to work on this assignment outside of class, if needed.

The cartoonist mocks the opportunism evident in Winfield Scott's endorsement of both the abolitionist cause and the Missouri Compromise. Scott, in military uniform, is seated at a table with a plate of soup before him. He lifts his spoon from the plate and finds in it a kneeling black man, with arms outstretched saying, "Dis poor nigger am like Jonah, when de men would'nt let him stay in de Ship; and de whale would'nt let him stay in de water." Scott observes, "Here's a predicament! first I shall have to swallow this nigger to please the north & then take a compromise emetic and deliver him up to please the south. Faugh! what a dose of Ginger, but I am anxious to serve the country at $25,000 pr Annum so down he goes." Appearing from out of the steam is a Southern planter who remarks, "I should think from the flavor of the Generals last plate of Soup that my darkey had tumbled into it. I've heard of 'Green Turtle' and 'Mock Turtle' but that would be a pretty Strong dish of 'Black Turtle." For the origin of the perennial joke about Scott's "hasty plate of soup," see "Distinguished Military Operations" (no. 1846-15). The style of "A Dish of Black Turtle" is similar to that of John L. Magee's "A Magnificent Offer to a Magnificent Officer" (no. 1852-27), and is probably by the same artist.|For sale No. 2 Spruce St. N.Y.|Probably drawn by John L. Magee.|Pub. by P. Smith [i.e., Nathaniel Currier] N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 109.|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 1852-28.

The satire apparently perceives President Polk's reinstatement of Winfield Scott over Zachary Taylor as commander of U.S. forces in the Mexican War in November 1846 as an attempt to squelch the extreme personal popularity won by Taylor through dazzling early victories at Palo Alto, Resaca de la Palma, and Monterey. Scott (center) is shown emptying a large tureen of soup onto Taylor, saying "Take that! you're my subordinate!" The "hasty bowl of soup" was a recurring jibe which haunted Scott throughout the rest of his public career. (See also "Battle of Cerro Gordo" and "Battle of Churubusco," nos. 1847-2 and 1847-3.) It originated in Scott's opening comment in a May 25, 1846, letter to Secretary of War William L. Marcy protesting his removal as commander, "Your letter of this date, received at about 6 p.m., as I sat down to take a hasty plate of soup . . ." Here Scott is urged on by Polk (right), who says, "That's right Scott, we must Smother him [i.e., Taylor]!" Scott asks Taylor, "Where were you when I was ordering my hasty plate of Soup?" Taylor, in his customary wide-brimmed hat and simple civilian coat, is in marked contrast to the elegantly uniformed Scott. As a troop of soldiers at attention looks on, Taylor bears the indignity, responding, "Please your Excellency and Commander in Chief I was at the Pallo Alto, Resaca de la Palma, & Monterey." One of the soldiers adds, punning on Taylor'a name, "Aye Aye, the People will put him right, although he's a Taylor he "leads" to danger and dont "follow" suit." Although unsigned the print is quite close in drawing, if not in political bias, to Edward Williams Clay's pro-Scott "Santa Anna Declining a Hasty Plate of Soup at Cerro Gordo" (no. 1847-4). The similarity between the portraits of Scott in the two prints is especially convincing evidence of Clay's authorship.|Drawn by Edward Williams Clay, 1846 or early 1847.|H.R. Robinson's Lith. 142 Nassau St. N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 94.|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 1846-15.

A satire on the Van Buren administration's involvement in New York State politics. Although the precise context of the cartoon is unclear, specific reference is made to Van Buren's alliance with postmaster general and political strategist Amos Kendall against Senator Nathaniel P. Tallmadge, leader of the conservative faction of New York Democrats. In an interior, Kendall (left) and Van Buren are at a table strewn with "discharge" papers. Kendall, seated below a painting of Andrew Jackson titled "Glory," reads the "Globe" newspaper. Van Buren sits below a portrait of "Globe" editor and administration apologist Francis Preston Blair. Van Buren: "So they've nailed that infernal Tallmadge to the counter-Whole hog fellows these eighteen-we must show our gratitude-any room in your concern Amos?" Kendall: "You're right sir we must back up the Albany Boys. Ill send every d--md whig in my department to "Jones" locker. Theres that old superanuated hero Van Ranselaer [i.e., probably, Canal Commissioner Stephen Van Rensselaer] we'll bury him decently and put a "Flagg" [State Comptroller Azariah C. Flagg] over him." Tallmadge watches from behind a curtain, saying "Those fellows can only conceive of mens souls as marketable commodities." Weitenkampf dates the print tentatively 1836, but the artist's rendering of Kendall is clearly based on Charles Fenderich's life portrait, etched by William W. Bannerman and published in the "United States Magazine and Democratic Review" in March 1838. The likeness of Tallmadge also appears to be from a Fenderich portrait copyrighted in 1839.|Printed & published by H.R. Robinson, 52 Cortlandt Street New York.|Title appears as it is written on the item.|Charles Fenderich, no. 2E7 and B2.|Weitenkampf, p. 43-44.|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 1838-2.

A crude nonpartisan satire, parodying all four candidates in the 1860 presidential election. A map of the United States hung on a wall is being torn apart by three of the candidates. Lincoln (far left) and Douglas tear at the western part of the country, as Breckinridge (center) attacks the South. The fourth, John Bell (right), stands on a stool trying to repair the northeastern section with a jar of "Spaldings," a widely marketed glue of the period. Several boxes of this adhesive appear, prominently labeled, at right. "Dividing the National Map" appears to be part of a series of satires by the same artist as "The Undecided Political Prize Fight" and "The Political Quadrille" (nos. 1860-22 and 1860-23).|Title appears as it is written on the item.|Weitenkampf, p. 121. |Wilson, p. 42-43.|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 1860-24.

An illustrated sheet music cover for a comic song, published "for the benefit of the Soldiers Home Fair, Milwaukee, Wis." The cover is adorned with a caricature of an obese Britannia, seated and holding a trident and shield. Printed in almost monochromatic neutral tones, the oval-format illustration imitates classical medallions or reliefs. The work expresses the abiding Northern resentment over British support of the Confederate war effort.|Signatures have evidently been obliterated, judging by the presence of scratching-out in the stone in the lower portion of the oval. |The Library's impression was deposited for copyright on June 28, 1865.|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 1865-10.

This resource introduces the DoNow project in conjunction with the GoPro challenge. It explains how to implement this curriculum into a language arts classroom (virtual, bricks and mortar, or blended), with an overview, detailed plan, assignments and rubrics, and other resources.

This resource provides lesson plans aligned to CC Standards for language arts that can be adapted to a wide range of LA levels, from middle to high school.

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A satire directed against the United States Bank, showing the impact of Jackson's September 1833 order for the withdrawal of federal funds from the Bank and their distribution among state banks. In a bedchamber the Bank, portrayed as an obese woman, lies in bed vomiting coins "Deposites [sic]" into a basin "Manhattan Bank." Nearby are two other basins (filled) marked "Mechanics Bank" and "Bank of America," and two broken medicine vials labeled "Veto" and "Order for the Removal of the Deposites." Bank president Nicholas Biddle holds her head. Bank: "Oh! dear Nick! I am dreadful sick!" Biddle: "D--n that Doctor Jackson. This is the effect of his last prescription." At left stand Bank supporters Henry Clay, Daniel Webster and John Calhoun, as physicians in consultation. Clay: "What do you say to the application of my Patent American System?" Calhoun: "Doctor your American System won't do here. Desperate cases require desperate remedies, a few of the leaden pills of Nullification and some blood taken will suffice." Calhoun's reputation in the North was sorely affected by his leadership role in the southern Nullification effort of 1832. Webster (in the center): "I wonder how a few grains of Common Sense washed down with Boston Particular would do?" On the floor at left sits a man, no doubt a pro-Bank newspaper editor, holding a copy of the "National Gazette," moaning: "Alas! Alas! No more fees." Jackson and Major Jack Downing look in through a window at far left. Downing: "Why Gineral, I never know'd You was a Doctor before." Jackson: "No more I ain't Major Downing but I've read the American Family Physician and know what kind of a dose to give to clean out a foul stomach!"|Published and for sale wholesale and retail by Anthony Imbert at his Caricature Store no. 104 Broadway, New York.|Title appears as it is written on the item.|Helfand, p. 9.|Weitenkampf, p. 28-29.|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 1833-10.

This lesson is designed for students to learn basic social justice vocabulary, such as systemic racism and analyze if equity matters. Through vocabulary development of terms around race relations and equity, along with the analysis of two articles, students will gain an understanding of equity in social organizations. Finally, using the articles, the content-specific vocabulary and their own schema, students will discuss if equity matters in a Socratic seminar.