Students apply their science learning to regional issues related to water quantity and quality. (Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Material Type: Activity/Lab
Lesson plan template for final project of Teacher Exchange program.
Material Type: Lesson Plan
At OSPI, part of our mission is to prepare students for civic engagement throughout their lives. We believe our schools must engage and empower students, from an early age, with opportunities to participate in civil conversations, examples of effective civic engagement, and tools to find peaceful solutions to community problems.OSPI’s Social Studies and Social-Emotional Learning teams have put together resources for educators, families, and students to help with these difficult conversations.
Material Type: Teaching/Learning Strategy
The inquiry helps students examine the responsibility of being a citizen both in the real world and the online world. In answering the compelling question “How is being a citizen online the same as being one in real life?” students will identify the attitudes and actions necessary to be a good citizen. The unit offers 12 lessons with formative performance tasks for educators to choose from depending on the age and needs of their students. Each provides students with opportunities to collect evidence and an understanding of how online behavior and boundaries are comparable to those necessary in the real world. At the end of the inquiry, students create an explanation and identify examples of the correlation between online and real life communities. Unit created by NCESD teachers: Sara Bedient, Sasha Dart, Brittany Jones, Krystina Nelson, Julia Spanjer, Keirstin Stansbury, Brittney Therriault
Material Type: Unit of Study
Videos created by the Center For Civic Education to support the We The People curriculum. These videos are designed to support teachers in their understanding with the possible use with high ability students in high school.
Material Type: Homework/Assignment
This lesson on Benjamin Franklin and the U.S. Constitution covers Civics Test items from two sections: Principles of American Democracy and Colonial Period and Independence. It briefly introduces the branches of government, a topic which will be covered in more detail in separate lessons. We would recommend teaching the lessons on George Washington and Thomas Jefferson before introducing this lesson. The readings and pictures should help students understand the new concepts. As with previous lessons, the goal for the students is to comprehend and answer the Civics Test items correctly. Coveris civics test items 1, 2, 3, 12, 13, 14, 65, 66, 67, and 68.
Material Type: Lesson Plan
Decide whether you want to cover this material in two on Abraham Lincoln prior to introducing the Civil War, or three class sessions. This lesson covers background so that the students are familiar with concepts such as on the Civil War, including the state of the nation slavery and freedom. The readings and pictures should leading up to the war, the causes, and the impact on the help the students understand the new vocabulary. As with nation. There are eight Civics Test items related to this the other history lessons, the goal for the students is to topic, so the material covered is somewhat dense for a comprehend and answer the Civics Test items correctly, beginner class. Covers civics test items 48, 60, 71, 72, 73, 74, 75, and 76.
Material Type: Lesson Plan
Read about our new research on civic online reasoning in Sam Wineburg and Sarah McGrew's read more »
Material Type: Assessment, Lecture Notes, Lesson, Lesson Plan, Primary Source
It is important to educate future voters about the issues, processes, and impacts of voting in elections. These resources include links to lesson plans, videos, games, and printables to assist teachers K—12 to promote civic participation and voting.
Material Type: Teaching/Learning Strategy
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.
Material Type: Lesson Plan
What should you do if you're lucky enough to find an artifact? In this resource, JPPM Educator Kenny walks you through a simple 4-step process for making sure your find gets taken care of. Use to support Maryland Social Studies Frameworks for Grades 2 and 3. For Grade 2 Content Topic "Civic Engagement" search OER Commons for the related resource "JPPM - Marv's Story". Read the story together then as a class discuss and explore students' ideas of citizenship by asking whether Marv was a good citizen and if she could have made a different decision while still being a good citizen then have students reflect further by creating short profiles of people they respect, writing what makes them good citizens. For Grade 3 Content Topic "Civic Virtue" do the same except before discussing Marv's story have some students list their responsibilities if they find an artifact while others list what they are technically free to do even if they find an artifact. Then as a class decide if Marv had even more responsibility to do something when artifacts were found on her farm. If you evaluate or use this resource, please respond to this short (4 question) survey at bit.ly/3Gb4ZX5
Material Type: Activity/Lab, Case Study
The Washington State Women's Commission is commemorating the 100th anniversary of the 19th Amendment, which granted women the right to vote. These two videos are intended for educational purposes and to spark discussion about the importance of voting - "A Seat at the Table; Women's Sacred Right to Vote" and "The Untold Stories of Black Women in the Suffrage Movement"
Material Type: Primary Source
The Blue Lake Rancheria Tribe—a federally recognized Native American tribe in California—was one of 16 communities selected as a 2015–2016 Climate Action Champion by the Obama Administration for exceptional work in response to climate change. The Tribe began its strategic climate action planning in 2008 and has become a regional leader in greenhouse gas reductions and community resiliency measures. To date, the Tribe has reduced energy consumption from 2008 levels by 35 percent and has committed to reduce greenhouse gas emissions 40 percent by 2018, utilizing a range of approaches—including aggressive energy efficiency upgrades, developing on-site renewable energy (biomass, solar, fuel cells, grid battery storage), and switching to green fuels (electricity and biodiesel).
Material Type: Case Study
This section contains reproducible copies of primary documents from the holdings of the National Archives of the United States, teaching activities correlated to the National History Standards and National Standards for Civics and Government and cross-curricular connections.
Material Type: Lesson Plan, Primary Source, Teaching/Learning Strategy
In planning this history lesson, consider whether you wish to cover this material in two, three, or four class sessions. This lesson is designed to learn about George Washington as a man and as a leader. It highlights the impact that Washington made on our country as well as his enduring legacy over time. To teach about George Washington and not weave in more detail about him would be a missed opportunity. Besides, it makes for a richer lesson to teach and to learn. Covers civics test items 28, 69, 70, 93, 94, 100.
Material Type: Lesson Plan
This inquiry will provide students with an opportunity to investigate the impact of the Industrial Revolution on humanity. They will construct an argument in response to the compelling question “Was the Industrial Revolution helpful or harmful to humanity?” This question will guide students in deciding whether innovations have made life better or worse for humans. This inquiry will emphasize history and civics. Resource created by Jordan Nelson, North Bend Central Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).
Material Type: Unit of Study
This inquiry takes students through analysis and evaluation of the Compelling Question “Should Washington State Ban the use of Native American mascots in their schools?” Students will be learning about the persuasive techniques of Political Cartoons, analyzing articles and images, reading interviews, and watching YouTube videos. The summative performance task is writing a letter to the Washington State Board of education stating their claim on whether or not they should or shouldn't allow schools to use Native American mascots.
Material Type: Unit of Study
