THIS IS A REMIX FROM THE INNOVATION 101 PILOT PROGRAM FROM THE HENRY FORD.
Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)
Using a GoPro to engage students in lower elementary grades in literacy and geography.
Objective: Using your school’s local version of ISearch, students will gather and cite information from multiple texts and diverse media and draw on information from multiple print or digital sources.Note: If students do not know what a primary source document is and why researchers use them, you may wish to tell them that primary source documents include letters, diaries, journals, interviews, transcripts, speeches, and pamphlets. Researchers and historians use them as first-hand accounts of something that happened at a certain point in time.Instructions: Use the ISearch BINGO card and one of the three worksheets to teach students how to use ISearch to find academic sources. Worksheet A introduces students to the ISearch interface. Worksheet B introduces students to the ISearch interface by comparing it with another search tool of your choosing. Worksheet C introduces students to the ISearch interface and requires students to cite sources correctly in an annotated bibliography.Distribute the ISearch BINGO Worksheet of your choosing (A, B, or C) for Grades 6-8.Encourage students to read all directions along with you first so you can help them understand.Demonstrate how to use ISearch to find sources and how to create citations or find citation helpers. See demo instructions.Pass out the BINGO cards. Explain how to get a BINGO. Tell students that they can choose any of the topics in the box as a search term when looking for that source. They can mix and match. In other words, a student can do a search for civil rights for B1 and suffrage for I6, or the student could do civil rights across the row.ModificationsEncourage students to work in teams to find the sources.Change the search terms in the BINGO card to relate to those with a current classroom assignment.Time Required: Activities in Worksheet A can be completed in 25-45 minutes. Activities in Worksheet B can be completed in 45-65 minutes. Activities in Worksheet C can be completed in 90 minutes.
This collection uses primary sources to explore Ida B. Wells and anti-lynching activism. 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.
This lesson is to foster an understanding of how screenplay ideas are written, developed and supported with events, characters, dialogue, and other elements.
Note: Original .01 Ideas Lesson Plan created by Albion Movie, Inc.; this version modified for Adult Learners with their permission.
Given a book, students will be able to identify the details that support its main idea.
Google Slides presentation made to introduce students to the elements of a fairy tale and hand signals they will use during a read aloud as each element presents
Identifying Media Bias in News Sources through activites using relevant news sources to answer the following essential question:Why is this important and relevant today?Students are engaging with a growing number of news sources and must develop skills to interpret what they see and hear.Media tells stories with viewpoints and biases that shape our worldviews.Students must become critical consumers of media which is essential for being an informed citizen.
Every media source has a story to tell--a driving purpose. The media that people consume largely shapes their world views. The US public is becoming more divided partially due to the consumption of increasingly biased news. As a critical consumer of media, It is important to be able to separate fact from opinion. In this unit, adapted from the high school version, students will become critical consumers of news, by identifying media bias in order to become better informed citizens. NOTE: This unit has been adapted for use at the middle school level from the resource Identifying Media Bias in News Sources by Sandra Stroup, Sally Drendel, Greg Saum, and Heidi Morris.
Students will identify theme in various media forms including songs, art-work, and writing.
This lesson can be used by adult learners to gain experience in identifying the strength of themes in writing passages. Upon conclusion of the lesson students will be able to not only identify the theme of an piece of writing but also key details used to support the author’s argument.
10-lesson fifth grade unit to build classroom culture focused on identity, diversity and community.
10-lesson first grade unit to build classroom culture focused on identity, diversity and community.
10-lesson fourth grade unit to build classroom culture focused on identity, diversity and community.
10-lesson kindergarten unit to build classroom culture focused on identity, diversity and community.
10-lesson second grade unit to build classroom culture focused on identity, diversity and community.
10-lesson third grade unit to build classroom culture focused on identity, diversity and community.
In this lesson, students will distinguish the literal and non-literal meanings of verbal and written content in different contexts. The lesson targets third-fourth grade students. Learners will demonstrate an understanding of idioms by using context clues in the sentences to help figure out the meanings of idioms, by drawing out idioms without using words or letters, by creating greeting cards, and by creating a costume to portray their chosen idiom.
A burlesque history of the Jackson administration, with particular reference to his campaign to destroy the Bank of the United States. The narrative, in a series of twelve episodes, is based on Cervantes's "Don Quixote," which recounts the adventures of the don (here Jackson) and his squire Sancho Panza (here Jackson's vice president and successor Martin Van Buren). The episodes are as follows: 1. Jackson as Don Quixote, "redresser of grievances, the writer righter of wrongs," sits meditating in his study. A pair of military boots hover in the air at left. On the walls are portraits of Nero and Dionysus. 2. Jackson/Quixote kneels to receive his Doctor of Laws degree to the obvious amusement of several onlookers. 3. He attempts to thrash sacks of money labeled "U. S. Deposits" in a "certain public house" (the Bank of the United States) but is restrained by Bank president Nicholas Biddle and by Henry Clay and Daniel Webster, the latter shielding the sacks with the Constitution. This is a reference to the conflict over Jackson's 1833 order for the removal of federal deposits from the Bank. 4. He confronts a crowd bearing signs reading "Petitions for the restoration of deposits," "N. York Mechanics" and "Virginia Resolves," reflecting public protestation of the removal order. 5. "Don Quixote's Attack on the Giants" shows him charging the United States Bank building, as Van Buren/Sancho looks on. 6. "Don Quixote's Interview with the Canon" has Jackson discussing his aspirations for "making myself an emperor" and furthering the career of Van Buren. The canon may be "Globe" editor Francis Preston Blair or influential adviser and strategist Amos Kendall. A painting of Jackson, titled "Washington 2d" hangs behind him. 7. "Don Quixote Chagrined at the statement of Nicholas" shows Jackson angrily confronting U. S. Bank president Nicholas Biddle with the latter's written refusal to "surrender the books & papers & funds committed to them [i.e., to the Bank] by Congress without a revocation by congress first." 8. "Private Confab between Sancho and his Master" shows Van Buren reporting to Jackson on his poor public image. On the table is a "Report of the committee on the removal of the deposits" and a copy of the "Globe" newspaper. 9. "The Don and Sancho with eyes and ears stopped mounted on their hobby [horse]" ignore the winds "pressures, petitions, failures," and "Virginia Resolves" blowing about them. Jackson is armored with kitchenware made by "B. K. & Company Washington." The armor symbolizes the insulating nature of the advice and influence of Democratic publicists and prominent members of Jackson's "Kitchen Cabinet," Francis Preston Blair and Amos Kendall (hence "B. K. and Company"). The knight sits astride a wooden horse labeled "Great National Shaving Shop." 10. "Don Quixote Addressing certain Bound captives whose liberation he in vain attempted to accomplish" refers to the retention of the pension accounts for Revolutionary War veterans by the Bank. 11. In "Constitutional Insanity or the Don About to Figure it on Board Ship" Jackson says to Van Buren, "You must know . . . that this vessel [the Constitution] is here on purpose without a possibility of any other design to call & invite me to embark." 12. The narrative concludes with Jackson's retirement and Van Buren's inheritence of the problems of the presidency. "The Knight on his Way Home and Sancho in the High Road to Promotion" shows Jackson riding off toward his Tennessee estate, the Hermitage. Van Buren meanwhile is tossed into the air from a "Map of the United States 1837" held by several grinning men including (directly below the rider) the artist himself.|Clarence Brigham's tentative attribution of the print to David Claypool Johnston, cited by Weitenkampf, is undoubtedly accurate. The print compares closely to earlier comic etchings by Johnston, such as "Foot-Race" (no. 1824-4), and to his annual albums entitled "Scraps," issued from 1830-1849. Moreover, the self-portrait in the final scene is very similar to that which appears in the last vignette in the 1837 issue of "Scraps."|Drawn by David Claypool Johnston, Boston.|Title appears as it is written on the item.|Johnson, no. 51.|Weitenkampf, p. 50.|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 1837-2.