On February 14, 1818, David Gordon received a patent for his raft design. When a patent is granted, it excludes others from making, using, offering for sale, or selling the invention. This drawing accompanied Gordon’s application.
The Eighth Avenue trolley, New York City, sharing the street with horse-drawn produce wagon and an open automobile. Downtown, looking north (1904)
This is a list of basic vocabulary with definitions and/or examples that will be used in elementary classrooms K-5 when teaching the concepts of algorithms and programming.
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".
On July 26, 1948, President Harry S. Truman signed this executive order establishing the President's Committee on Equality of Treatment and Opportunity in the Armed Services, committing the U.S. government to integrating the segregated military. Read and see the document here.
NASA released the Exploration Mission-1 (EM-1) emblem. Launching from a modernized Kennedy Space Center, EM-1 is the first integrated flight of the Orion Spacecraft and the Space Launch System (SLS) rocket. To learn more, visit https://www.nasa.gov/content/j2m-getting-to-mars-sls-and-orion.
Alternative facts, fake news, and post-truth have become common terms in the contemporary news industry. Today, social media platforms allow sensational news to “go viral,” crowdsourced news from ordinary people to compete with professional reporting, and public figures in offices as high as the US presidency to bypass established media outlets when sharing news. However, dramatic reporting in daily news coverage predates the smartphone and tablet by over a century. In the late nineteenth century, the news media war between Joseph Pulitzer’s New York World and William Randolph Hearst’s New York Journal resulted in the rise of yellow journalism, as each newspaper used sensationalism and manipulated facts to increase sales and attract readers.
This is a remix of a previous source. The link to original source is https://goopenva.org/courses/fake-news-in-the-1890s-yellow-journalism
The original author is Melissa Jacobs
Melissa Jacobs, (2018) Fake News in the 1890s: Yellow Journalism. Retrieved from the Digital Public Library of America, https://dp.la/primary-source-sets/fake-news-in-the-1890s-yellow-journalism/additional-resources#tabs
This lesson reimagines an existing instructional resource, "The Grapes of Wrath by John Steinbeck" created by Franky Abbott, Digital Public Library of America.
In this remix, "The Grapes of Wrath" and the related primary source documents are exchanged for "Farewell to Manzanar" and related primary sources accessed through secondary open-source databases.
Discussion questions ask students to consider the memoir in light of its historical context and students gain experience reading and evaluating visual sources including political cartoons and propaganda posters to understand how elements of rhetorical can shape and/or reflect cultural values.
This research project focused on food access and its implications for food security and food justice in Newport News’ Southeast Community, a neighborhood marked by high levels of food insecurity and decades of racial segregation and economic divestment. Objectives were threefold: (1) to map the complex socio-spatial networks of food access in a region characterized by high levels of food insecurity; (2) to identify core barriers to food access in the study area, and to better understand how, exactly, these barriers affect food security; and (3) to use this understanding to identify potential policy solutions that could improve local and regional food access and food security.
Students will be able to critically identify key tipping points in the evolution of political parties. They will be able to connect this evolution to geographic elements and identify causation factors that led to this evolution. Key question: How did political parties impact the geography of the United States between 1792 and 1972? Contains links to student materials and teacher materials for creating lesson plans.
It is best practice to notify parents prior to screenings taking place in the school setting. This will allow parents to contact schools prior to screening with any questions or concerns regarding their child.
This represents an entire unit designed to be cross curricular in nature for English 11 and VA/US History. The Historical Fiction Research Unit Google Doc can be found here and contains various links to additional resources to support this unit of study.The "before", "during", and "after" are included in each day for this series. The unit will take approximately 12 days.
Students will read Adolf Hitler's September 1, 1939 Address to the Reichstag to analyze, (1) the rationale Hitler provides for his coming invasion of Poland, (2) causes of WWII, and (3) examples of nationalism.
How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.
Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.
In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.
How the Monuments Came Down is a production of Field Studio, in association with VPM.
How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.
Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.
In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.
How the Monuments Came Down is a production of Field Studio, in association with VPM.
This collection uses primary sources to explore the impact of television on news media. 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.The remix includes a graphic organizer recording sheet to use with the videos.
Students will be interpreting Selma to Montgomery March, Alabama, 1965 by James Karales using the See/Think/Wonder method and the Elements and Principles of Art and Design.
Students will analyze data from the "State of the Bay" reports from the Chesapeake Bay Foundation while reviewing and completing the scientific method. The final assessment is a mission for students to create a persuasive speech or advertisement that will call for action to make changes that will positively impact the watershed with reasons why change is important.
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 and the National Gallery of Art. Students will pair visual media with a paired piece of literature, in this case, Invisible Man by Ralph Waldo Ellison, to help explore the connection between and across art forms as well as the connection between art and its historical setting.
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 and the National Gallery of Art. Students will pair visual media with a paired piece of literature, in this case, Invisible Man by Ralph Waldo Ellison, to help explore the connection between and across art forms as well as the connection between art and its historical setting.