Massachusetts senator and prominent antislavery advocate Charles Sumner is attacked here. The artist questions his sincerity as a humanitarian as he shows him dispensing a few coins to a black child on the street, while ignoring the appeal of a ragged white urchin. The scene is witnessed by two stylishly dressed young women. Though unsigned, the print has the relatively skillful draftsmanship and atmospheric quality found in the works of Boston lithographer Fabronius. See, for instance, that artist's "The Mower" (no. 1863-14). "The Secession Bubble" (no. 1862-12) also appears to be by Fabronius. Weitenkampf gives the 1862 date and publisher's imprint.|Boston. Published by G.W. Cottrell. |Probably drawn by Dominique C. Fabronius.|Title appears as it is written on the item.|Weitenkampf, p. 136.|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 1862-11.

In this lesson students will use UV beads to observe and draw energy. Students will describe how light can be produced, reflected, refracted, and separated into visible light of various colors.

This lesson focuses on the American Revolution, which encouraged the founding fathers' desire to create a government that would, as stated in the Preamble, insure domestic tranquility and provide for the common defense. This lesson correlates to the National History Standards and the National Standards for Civics and Social Sciences.

Caricature of 12 weeping women in large bed, with boots of Brigham Young at the foot and his hat at the head.|Printed by Mayer, Merkel & Ottmann, Lith., 22-24 Church St., N.Y.|Signed in stone: J. Keppler.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)

This collection uses primary sources to explore Incidents in the Life of a Slave Girl by Harriet Jacobs. 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 students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.

A possible way to use these sources:
* Build Ford Island using a large sheet, with battleships placed in battleship row formation.
* Write casualty statistics under each cardboard ship or airplane to generate discussion after the activity.
Possible Lesson Process:
* 5 paper planes per student
* Student sit around the map
* Primary source/eyewitness accounts given to students: A narrator of Timeline events; multiple readers for
eyewitness accounts
* Students are prompted to 'get into position' (on knees) ready for the first wave of attack.
* At a signal, in correlation to the narrative - students are signaled to throw 3 of their planes on the island.
* The narration of timeline and eye witness accounts continue.
* Students are prompted to stand up, be ready for second wave of attack.
* Students are signaled to throw the last couple paper planes.
* Wrap up with final narrative of timeline, statistic investigation, and listening to FDR's 'Day in Infamy' speech.

This resource includes multiple lesson plans developed by Washington State teacher John Zingale and can be taught as part of in-person, hybrid, or remote instructional settings. The core content areas include social studies, civics, and media literacy and are designed for use with students in grades 6-12. Additional integrations include ELA, world languages, mathematics, physical education and science. These lessons integrate both state and national civics instruction using project-based and collaborative learning strategies. Features of these lessons include:student researchcollaborative learningdigital learning strategieslateral readingdesign and creation of infographicsTo support these lessons, additional resources are provided to help educators and families with understanding and teaching information and media literacy to young people. Resources include:introductions to media literacyeducator guidesparent guidesstudent learning standards

Students will read the complex text on pest damage and use the outdoor space to verify or deny the content of the text in the real-world setting.

This is an introduction to Informational text structures. Students will learn the different structures and practice identifying the structures of three different articles. After students are proficient with the structures included in this lesson, they will continue to study the remaining structures.

The lesson provides an opportunity for students to not only read and view the importance of choosing career choices now, but gives them an opportunity to write about their future career goals and think about the best way to achieve them starting now.

As part of Washington's Kip Tokuda Memorial Civil Liberties Public Education Program, which strives to educate the public regarding the history and the lessons of the World War II exclusion, removal, and detention of persons of Japanese ancestry, KSPS Public Television and Eastern Washington educators Starla Fey, Leslie Heffernan, and Morgen Larsen have produced Injustice at Home: the Japanese American experience of the World War II Era.

This educational resource--five educational videos and an inquiry-based unit of study--will help students understand Executive Order 9066 and the resulting internment of Japanese-Americans during World War II, the failure of political leadership to protect constitutional rights, the military experience of Japanese-Americans during WWII, and examples of discrimination and racial prejudice the Japanese-American community faced before, during and after WWII.

In addition, students will analyze the short and long term emotional effects on those who are incarcerated, identify the challenges that people living outside of the exclusion zone faced, examine how some Japanese Americans showed their loyalty during the period of incarceration, and learn about brave individuals who stood up for Japanese Americans during this time.

With KSPS's Injustice at Home: Overcoming Discrimination and Adversity (a series of four educational videos and a curriculum unit), grade school students will learn the stories of Frank C. Hirahara, Kazuko Sakai Nakao, Kaz Yamamoto, and Fred Shiosaki through oral history interviews. As survivors of the Japanese Incarceration
Camps during WWII, the powerful stories of these survivors reveal the damaging nature of racial discrimination upon the Japanese American community.

Throughout the unit, Grades 4-6 students will witness the fortitude and courage of those who suffered racial discrimination but overcame it due to the resiliency of their culture and character. Students will analyze paintings and poetry made by incarcerated Japanese American youth to determine the diverse impact on their daily lives. Students will conclude the unit by creating a biographical presentation of one of the survivors and demonstrate what can be learned from those who have experienced and overcome
discrimination.

A broad satire, ridiculing all of the candidates in the 1848 presidential campaign. Swimming up "Salt River" and pulling the "Salt River Barge" is fox Martin van Buren. Seated in the barge are (left to right): Zachary Taylor, Taylor running mate Millard Fillmore, Henry Clay, Democratic vice presidential candidate William O. Butler, and presidential candidate Lewis Cass. Seated in the front of the boat and looking ahead through a spyglass, Taylor observes, "I say, Fillmore, I don't see anything ahead yonder that looks like the White House. The coast is very low & well adapted to Salt Works." Cass, at the tiller, says, "This boat carries Cesar and his fortunes. It cannot fail to arrive at its place of destination."|Entered . . . 1848 by J. Baillie. |Published by James Baillie, 87th St. near 3rd Avenue, N.Y.|Signed with monogram: H.B. (H. Bucholzer).|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 1848-28.

Students kick off the unit with an analysis of images by engaging in a Four Corners activity, in which they begin to unpack the many positive and negative impacts of innovations on communication, infrastructure, and workers’ rights. After this initial analysis, students listen to oral histories, read narrative accounts, and study photos of people and places, to answer the question: How does innovation impact communities in Washington? Throughout the unit, students research a transformative innovation in workers rights, communication, and infrastructure in order to create a thought-provoking photo essay about how their chosen innovation impacts people and places in Washington.

This resources was created for  English Language Learners to inquiry into the English Passive Voice. It is an interactive reproducible that takes the learner through the Inquriy Cycle. A Google Doc and PDF Version are also provided. 

One of the main concerns that education in the Philippines face in this times is how to thrive in the midst of the challenges this new normal brings. 

This resource will primarily be used prior to going to outdoor school for a 5th grade class. Though some of the resources might seem like a stretch for that age range it allows for some differentiation for those students that are looking to expand their knowledge base. In addition, this journal covers some basic rules and guidelines for living within a group of people which is why we include some dining etiquette.

A caricature of Martin Van Buren as an opossum. The marsupial, with a smirking Van Buren's head, rises on its hindquarters and displays in its pouch three of its "young." They are administration insiders (left to right): Thomas Hart Benton, John C. Calhoun, and Washington "Globe" editor Francis Preston Blair. |Drawn by Edward Williams Clay?|Printed & pubd. by H.R. Robinson, 52 Cortlandt St. N.Y.|Title appears as it is written on the item.|Weitenkampf, p. 63.|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 1840-52.