This resource pairs visual and written primary resources. The works of art …
This resource pairs visual and written primary resources. The works of art with have been chosen from the American Art collection at the Virginia Museum of Fine Arts. The written selections include poems, speeches, and other historical documents. Combining images with words provides students with multiple learning pathways for explorations of art, history, and language.
REMIX of: African American Dreams: Visual and Verbal
This resource pairs visual and written primary resources. The works of art …
This resource pairs visual and written primary resources. The works of art with have been chosen from the American Art collection at the Virginia Museum of Fine Arts. The written selections include poems, speeches, and other historical documents. Combining images with words provides students with multiple learning pathways for explorations of art, history, and language.
This resource pairs visual and written primary resources. The works of art …
This resource pairs visual and written primary resources. The works of art with have been chosen from the American Art collection at the Virginia Museum of Fine Arts. The written selections include poems, speeches, and other historical documents.
Combining images with words provides students with multiple learning pathways for explorations of art, history, and language.
This resource pairs visual and written primary resources. The works of art …
This resource pairs visual and written primary resources. The works of art with have been chosen from the American Art collection at the Virginia Museum of Fine Arts. The written selections include poems, speeches, and other historical documents.
Combining images with words provides students with multiple learning pathways for explorations of art, history, and language.
This resource pairs visual and written primary resources. The works of art …
This resource pairs visual and written primary resources. The works of art with have been chosen from the American Art collection at the Virginia Museum of Fine Arts. The written selections include poems, speeches, and other historical documents. Combining images with words provides students with multiple learning pathways for explorations of art, history, and language.
Remixed to add a screenshot of Primary Source Tool.
This source aims to help students place Naomi Shihab Nye's poetry in …
This source aims to help students place Naomi Shihab Nye's poetry in conversation with other poems and reading materials, and in doing so, the goal is to help students work on synthesizing sources. The paired passage assignments are designed to offer students and teachers flexibility in accomplishing these tasks. The source is a remix. The original lesson can be found here: https://edsitement.neh.gov/lesson-plans/gate-4-naomi-shihab-nye
The goal of this activity is to build critical thinking skills and …
The goal of this activity is to build critical thinking skills and excitement for Computer Science / Computational Thinking, while laying a foundation of fundamental programming concepts. By scaffolding basic concepts like sequencing and algorithms in an unplugged activity, students who are intimidated by computers can still build a foundation of understanding. In this lesson, students will learn how to develop an algorithm and encode it into a program.By "programming" one another to draw pictures, students experience some of the core concepts of programming in a fun and accessible way. The class will start by having students view a video of a simple program demonstrating how to develop instructions for building a peanut butter and jelly sandwich. Students will start with simple shapes, and progress to the coding of a specific drawing that other students will then try to replicate (“running the program”). If there is a desire to have a more of a Math slant on the lesson, the drawing could take place on graph paper. Students would then use the coordinates to complete the drawing.
This presentation focuses on the basics of UDL (Universal Design for Learning) …
This presentation focuses on the basics of UDL (Universal Design for Learning) and how various technology tools can support all students. It is about 57 minutes long and the accompanying slide deck is included.
The student will be introduced to the parts of a computer using …
The student will be introduced to the parts of a computer using a YouTube video. The students will then label the parts of a computer on a slide deck with the beginning sound.
This resource includes a student HyperDoc and associated "apply" task to ensure …
This resource includes a student HyperDoc and associated "apply" task to ensure student understanding.Title: Allusion & Figurative Language LessonTopic: Literary Allusion & Figurative LanguageEducational Standards: SOL 9.3.eSubject Area: English 9
This guided reading of Edgar Allan Poe’s “Alone” (1829) focuses on developing …
This guided reading of Edgar Allan Poe’s “Alone” (1829) focuses on developing student understanding of imagery and other figurative language, strengthening reading comprehension, and strengthening expository and persuasive writing skills.
This project can be used at the end of a unit in …
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 …
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 resource describes a project can be used at the end of …
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.
In this unit students continue the exploration of factors that influence change …
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.
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