This is a description of the primary system and the caucus system. This is how candidates are selected to run in elections.
*Remixed to add questions for students.
This is a description of the primary system and the caucus system. This is how candidates are selected to run in elections. Remix made to make it easier to understand.
Students will be shown a YouTube Video about different types of electronic communication. There will then be a whole class discussion about 3 specific types (e-mail, social media, and text messages). They will then be given individual LCD tablets and asked to either write A (Email), B (Social Media), or C (Text Messages) for what they would use to send information in certain scenarios that the teacher gives. The teacher will have 3 cards made with A and a picture of email on it, B and a picture of social media platforms on it, and C with a picture of a cell phone on it to help guide students and remind them what to write on their panels. They will hold these up when they are done and a discussion will be done of each scenario.
A digital scrum board that you can use in any content area! This is a project management resource.
A digital scrum board that you can use in any content area! This is a project management resource.
A digital scrum board that you can use in any content area! This is a project management resource.
In creating collaboration events for learners to work together, this process provides for the learners to follow. This process also helps learners set goals while creating learner agency.
A digital scrum board that you can use in any content area! This is a project management resource.
In creating collaboration events for learners to work together, this process provides for the learners to follow. This process also helps learners set goals while creating learner agency.
Elizabeth Kappus in New Kent has created a series of video tutorials for using both Schoology and Chromebooks.
The is an extension activity or assessment after a lesson on Enlightenment philosophers. Students are given scenarios from history and present day. Students then respond to the scenario with how an Enlightenment philosopher would respond. The historical scenarios are based around World History II situations.
This collection uses primary sources to explore the Equal Rights Amendment. 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 is a remix of a previous resource:
Franky Abbott, Samantha Gibson, (2016) The Equal Rights Amendment. Retrieved from the Digital Public Library of America, http://dp.la/primary-source-sets/the-equal-rights-amendment
The remix includes new visuals and questions pertaining to the renewed interest in passing the ERA.
This activity explores the push and pull of moving from Richmond, Virginia to Philadelphia, Pennsylvania for 4 siblings during the 1920s by examining primary and secondary sources and using a decision-making model. This activity includes topics such as the impact of segregation and discrimination against African Americans, and the impact of Black migration from the south to the north.
The goal of this exercise is to explore citizens' perceptions of ethics in politics through partisanship. Crosstabs will be used.
Students will analyze the Pears' Soap advertisement to identify which motivation for European imperialism is evidenced in the ad.
*Remixed to add essay. Students write an essay based on the ad and Rudyard Kipling's "The White Man's Burden".
The second of two lessons of Europe in Middle Ages, students examine primary and secondary sources of Viking invasions. Information is uncovered about areas invaded, conduct of invaders, and effects on populations invaded. Students then examine maps to determine the sequence of Viking invasions. Key questions: What do sources tell us about Viking invasions?; How did physical geography influence Viking invasions and patterns of settlement?; How did Viking invasions change over time?; How did invasions of the Magyars and Vikings differ?
The first of two lessons on territorial extent of empires in Europe in 814 at the end of Charlemagne’s rule and another after the death of Charlemagne. Students extend and refine their map interpretation skills by examining the use of color to denote territorial ownership. In addition, students make predictions about likely paths of invasion. Key questions: How do physical geography, cultural, economic, and political factors affect borders? To what extent does the physical environment define borders?
Events in computer science are the triggers for making action happen, like selecting the play button on any screen. Events in Scratch Jr. are represented by the yellow codes including: the green flag, clicking on a character, bump code and envelopes. The envelopes are the most advanced concept in Scratch Jr. and help with scene transitions and interactions between characters like pacing their conversations.
Racism began to evolve during the second half of the 17th Century, around 1640. African Americans made up a few thousand of the total population in the new colonies. Many of those early African Americans experienced life much like their fellow European settlers. The reversals they experienced were subtle at first but then became drastic. Those changes occurred because slavery was being used in the Caribbean to produce sugar so those ideas about labor traveled north easily. It was also harder to import labor from Europe because the Civil War and the plague had reduced the population there. European colonists were realizing that enslaving African Americans would be more efficient and profitable.
The student will use the poetry of Phillis Wheatley, Jacqueline Woodson, Countee Cullen, and Amanda Gorman to draw conclusions about the historic eras in which they wrote.
Third of three lessons on the changing European borders, students learn about diffusion of the Black Death. The spread of the Black Death illustrates interaction as people, goods, and ideas move through both time and space. The Black Death decimated the population of Europe in the 1300s. Key questions: Where did the Black Death originate? How did the Black Death arrive in Europe? How did the Black Death affect life in Europe?
First of three lessons examine changing European borders, students compare maps illustrating changes of Europe's division of territory from 1000 A.D. (C.E.) to 1450 A.D. (C.E.). Unification of smaller regions into a larger state may form the basis for political power and the ability to exert influence over other countries. Students uncover the relationship between territorial extent and political power. Key questions: How did the consolidation of territory affect the formation of nation states?; How could stable borders contribute to the political stability of a state?