Students will construct equations of motion for two separate buggies. Using these equations of motion, they will predict the crashing location if the buggies are driving toward each other.

An assessment is attached that covers the essential vocabulary and knowledge from the Computer Science standard, 7.11: The student will describe the development of new technologies in communication, entertainment, and business and their impact on American life. It can be printed or used for Google Classroom, etc.

This is a fifteen question assessment from the Computer Science standard, 8.13: The student will identify existing cybersecurity concerns associated with Internet use and Internet-based systems and potential options to address these issues. An answer key is also attached.

This unplugged lesson will allow students to encrypt and decrypt message using the Caesar Cipher letter shift method of encryption. Cover the process of how this method works by doing an example and explaining the process of shifting the plaintext by the letter shift value to create the encrypted cipher text.

This lesson is designed to teach students basic encryption using the Caesar cipher method. This is a simple letter shift cipher that takes a plaintext message and encrypts it into cipher text by shifting each letter of the message by a value between 1 and 25 (1 less than the total number of letters in the English alphabet). This technique was used by Julius Caesar to encrypt messages by shifting each letter of the message by 3 letters. The message would be decrypted by taking each letter and shifting back 3 letters to reveal the plaintext message.

Students will complete a Task Sheet/Choice Board about Capitalism and Socialism. Task choices also include the impact of labor unions. Lesson take around 90 mins. I split it up over two block periods, starting the first day with an introduction lecture on the factors of production, Smith, and Marx. Works well for World History II but could be adapted for Personal Finance or Economics.

This capstone project can be used for students taking United States History to 1865 through Virginia and United States Government.  The project was written specifically for the state-developed African American History Elective course, but can be easily modified for any course.

This capstone project can be used for students taking Virginia Studies through Virginia and United States Government.  The project was written specifically for the state-developed African American History Elective course, but can be easily modified for any course.

This capstone project can be used for students taking United States History to 1865 through Virginia and United States Government.  The project was written specifically for the state-developed African American History Elective course, but can be easily modified for any course.

This capstone project can be used for students taking United States History to 1865 through Virginia and United States Government.  The project was written specifically for the state-developed African American History Elective course, but can be easily modified for any course.

This capstone project can be used for students taking United States History to 1865 through Virginia and United States Government.  The project was written specifically for the state-developed African American History Elective course, but can be easily modified for any course.

This capstone project can be used for students taking Virginia Studies through Virginia and United States Government.  The project was written specifically for the state-developed African American History Elective course, but can be easily modified for any course.

This activity was originally developed by the teachers in the pilot program for the African  American History elective course (state-developed).  It can be modified for any American History course.

This capstone project can be used for students taking United States History to 1865 through Virginia and United States Government.  The project was written specifically for the state-developed African American History Elective course, but can be easily modified for any course.

Have students learn about the main characters in William Shakespeare's Hamlet. Let THEM become the casting director as they decide who is best fit to play the part!

Students will create a presentation including images and quotes from a select celebrity or a celebrity of their choice.  ** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

It is often difficult for students to remember the functions of the cellular organelles because they cannot see, feel, or touch them. Presenting the analogy of the "Cell As A City" helps them realize that each organelle has an essential function. There is also a small section at the bottom of the resource asking the students to recall which cell parts are in a eukaryote, prokaryote, or both.

This worksheet will help your students demonstrate understanding of the concept after a lecture. It could also be used after a traditional organelles lecture, but before you have presented the analogy as a non-graded exercise.

The cell is vitally important to all living things. Students will choose ONE of the following projects to reinforce their study of cell structure and function. Be sure to look at the rubric on page 2 for grading criteria.