Dan Meyer has created many mathematics lessons centered around storytelling, along with a methodology for using these with students. Before you do any of his lessons, please see the explanation at his blog: https://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/ To see all the lessons in a Google Docs spreadsheet, go to https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNN
C6Z4/edit#gid=0

The lessons are all CC BY, and you may edit these to fit your own students’ needs. The links from #GoOpenVA go to his own website because the structure of the lessons (including pertinent videos) is integral to the delivery of the lessons. Some lessons are stored as downloadable zip files, and these are noted as part of the link.

The students will describe the procedures for amending the Constitution of Virginia and the Constitution of the United States. They will understand why it is so complex along with focusing on the reasons for certain amendments.

The American Academy of Pediatrics (AAP) recommends minimizing or eliminating media exposure, other than video chatting, for children under the age of 18 months. For older preschool-age children, media limits are very appropriate. Have a strategy for managing electronic media to maximize its benefits.

This project can be used at the end of a unit in which the students have read and discussed a work of literature that deals with The American Dream; here that is F. Scott Fitzgerald's The Great Gatsby. It gives the students the opportunity to consider a fictional representation, examine real world statistics and facts about class and status in the United States, and draw their own conclusions based on personal interpretation, experience, and knowledge. The final product is a visual representation and written explanation of that personal interpretation.

This project can be used at the end of a unit in which the students have read and discussed a work of literature that deals with The American Dream; here that is F. Scott Fitzgerald's The Great Gatsby. It gives the students the opportunity to consider a fictional representation, examine real world statistics and facts about class and status in the United States, and draw their own conclusions based on personal interpretation, experience, and knowledge. The final product is a visual representation and written explanation of that personal interpretation.

The goal of this exercise is to compare people's attitudes about the American Dream with their experiences of upward mobility at the turn of the 21st century. Crosstabulation will be used.

This resource describes a project can be used at the end of a unit in which the students have read and discussed a work of literature that deals with The American Dream; here that is F. Scott Fitzgerald's The Great Gatsby. It gives the students the opportunity to consider a fictional representation, examine real world statistics and facts about class and status in the United States, and draw their own conclusions based on personal interpretation, experience, and knowledge. The final product is a visual representation and written explanation of that personal interpretation.

The goal of this exercise is to explore the relationship between social identity and attitudes toward out-group members. Frequency distributions, crosstabulations, correlations, and multiple regression will be used.

Students will select from the Powhatan, Lakota, and Pueblo Indian tribes and create a three dimensional model of their respective geographies and aspects of their daily lives that shows the rEnglishtionship between the development of their culture and their natural environment. This is intended to be the culmination of an extensive unit exploring the geographies and cultures of each tribe.

Students will use their prior knowledge of the lives and cultures of the Lakota, Powhatan, and Pueblo tribes to compare and contrast attributes and facts about each tribe as they compete in a venn diagram rEnglishy race.

Teachers can use question stems to guide students through examining, analyzing, and interpreting primary source documents.

Teachers can use question stems to guide students through examining, analyzing, and interpreting primary source documents.

Psychological scientists examine potential beneficial and harmful effects of social media use on adolescents’ social, educational, psychological, and neurological development.

In this unit students continue the exploration of factors that influence change by examining the events that led up to the American Revolution. Over the course of the unit, students will build a deeper understanding of the significant ideas and values at the heart of the American Revolution, what drove the colonists to seek independence, and how conflict between England and the colonists ultimately influenced change in our country. Students will see the American Revolution from multiple perspectives, starting with analyzing the difference in perspectives between the British and the colonists and how each side's actions often instigated each other. Students will also explore how class structure influenced colonists perspectives. Later in the unit, students will think about the perspectives of black people, women and Native Americans who were forced to choose a side and why they may have had a different point of view of the events of the revolution.

An important part of this unit is pushing students to focus on seeing history from multiple different perspectives. The core text Liberty! How the Revolutionary War Began offers one perspective on events, however, the prespective is limited to that held by white elite colonists. Therefore, students also read excerpts from A Young People's History of the United States in order to build a deeper understanding of all sides of the Revolution.

This primary source activity can be used after teaching students about the different groups during the Revolutionary Period such as patriots, loyalists, and neutrals.  The activity is on a Google Worksheet and includes links to primary sources online and questions about those sources. The primary sources include writings by Cato, an American farmer, and Reverand Inglis.   You can add or change questions if you so wish.  The settings can be changed as well by clicking on the settings icon at the top right corner of the screen.

This inquiry focuses on the causes of the American Revolution in light of feelings of injustice among social classes. Students typically learn about the experiences of people during the American Revolution in simple categories such as loyalist and patriots. In reality, there were varied experiences that reflect social class, gender, race, and ethnicity. In this inquiry, students will learn about a variety of these experiences and how they may have impacted the events of the Revolution.

presents a travel itinerary of 58 historic places across Arizona, Colorado, and New Mexico. It includes forts built to protect mail routes and settlers, missions and churches, prehistoric cliff dwellings, trading posts, petroglyphs (from the petrified forest), pit house villages, and Indian villages home to the Anasazi, Sinagua, Zuni, and other Native American tribes.

This assessment fulfills the requirements of a local alternative assessment for civics for the ASOL HS-C 2a. 

In this learning experience, the students will complete a primary source inquiry into the impacts of Reconstruction on Black experiences in Virginia and the South. The students will use the Claim-Evidence-Reasoning structure to defend one of two claims.Students will analyze sources that depict/detail Black experiences and perspectives before, during, and after the Reconstruction. This learning experience will be most effective after students have been introduced to the what and when of Reconstruction.