Grade Level: 3rd Grade Subject: Social Studies, Computer Science, and Language Arts Integration Topic: …
Grade Level: 3rd Grade Subject: Social Studies, Computer Science, and Language Arts Integration Topic: Ancient Egyptian Hieroglyphs and Algorithmic Thinking Duration: Three 45-minute Lessons Objective: Students will learn about Ancient Egyptian hieroglyphs, apply computer science concepts (algorithm debugging, loops, and planning), and create a symbolic artifact that models the concept of hieroglyphs, meeting Virginia Computer Science Standards of Learning (SOLs) and History SOLs.
Three 45 minute lesson plans integrating history/social studies and computer science. To …
Three 45 minute lesson plans integrating history/social studies and computer science. To better understand connections across time and place as well as the positive and negative impact of technology/inventions on society, students examine these issues in the present since they experience computer technologies in their daily lives. Later, students explore the Industrial Revolution period and how past technology/inventions impacted daily life in the 19th Century. The lesson will culminate with exploring and making connections between the impact of various technologies on people in the present and the past.
Blenna Patterson and Darlene Lane of Radford developed these short, printable reminders …
Blenna Patterson and Darlene Lane of Radford developed these short, printable reminders about using technology tools, to accompany their Tech Tips videos (see https://sites.google.com/rcps.org/rcpsplc/tech-tips)
This primary source activity seeks to introduce and/or reinforce concepts of Virginia …
This primary source activity seeks to introduce and/or reinforce concepts of Virginia living in the Early American Republic by exploring the dichotomy of rural and urban life through the experiences of John Marshall and Patrick Henry between 1771 and 1795, and by extension, the realities of urban and rural slavery in the post-colonial era.
Students will simulate the taxes placed on the colonists without having representation …
Students will simulate the taxes placed on the colonists without having representation and visually represent the loss of wealth for the colonists and the wealth gained by Parliament and the Monarchy by using Google Sheets to create charts.
This teaching guide and activity seeks to introduce primary sources to students …
This teaching guide and activity seeks to introduce primary sources to students so that theyT can understand how to analyze and interpret them to make conclusions about the past. The primary sources the students will analyze are from the John Marshall House’s collection. All of the sources presented, both objects and written, focus on the theme of clothing during the Early Republic (1780-1820), the period in which John Marshall lived. This teaching guide and activity follow the Virginia Standards of Learning from 4th-6th grade, but may be applicable for other grades/ages.
This section contains reproducible copies of primary documents from the holdings of …
This section contains reproducible copies of primary documents from the holdings of the National Archives of the United States, teaching activities correlated to the National History Standards and National Standards for Civics and Government and cross-curricular connections.
uses properties listed in the National Park Service's National Register of Historic …
uses properties listed in the National Park Service's National Register of Historic Places to enliven history, social studies, geography, civics, and other subjects. TwHP has created products and activities that help teachers bring historic places into the classroom. Lesson plans turn students into historians as they study primary sources, historical and contemporary photographs and maps, and other documents, and then search for the history around them in their own communities.
Students will work in partners to decompose The Boston Tea Party and …
Students will work in partners to decompose The Boston Tea Party and share the causes of the American Revolution. While researching about the event, students will work with a partner to create an artifact that will show the parts leading up to the event and the effect on the American Revolution. Students will share artifacts with others digitally or face to face (depending on time allowed).
Patrick Hausammann of Clarke developed this chart to explain the work done …
Patrick Hausammann of Clarke developed this chart to explain the work done by ITRTs and Tech Support personnel. It's a great starter for your own list to share with administrators, teachers, and others.
The U.S. state of Texas declared its secession from the United States …
The U.S. state of Texas declared its secession from the United States of America on February 1, 1861, and joined the Confederate States on March 2, 1861, after it replaced its governor, Sam Houston, when he refused to take an oath of allegiance to the Confederacy. As with those of other States, the Declaration was not recognized by the United States government at Washington. Some Texan military units fought in the Civil War east of the Mississippi River, but Texas was most useful for supplying soldiers and horses for Confederate forces. Texas’ supply role lasted until mid-1863, after which time Union gunboats controlled the Mississippi River, making large transfers of men, horses or cattle impossible. Some cotton was sold in Mexico, but most of the crop became useless because of the Union naval blockade of Galveston, Houston, and other ports.
The U.S. state of Texas declared its secession from the United States …
The U.S. state of Texas declared its secession from the United States of America on February 1, 1861, and joined the Confederate States on March 2, 1861, after it replaced its governor, Sam Houston, when he refused to take an oath of allegiance to the Confederacy. As with those of other States, the Declaration was not recognized by the United States government at Washington. Some Texan military units fought in the Civil War east of the Mississippi River, but Texas was most useful for supplying soldiers and horses for Confederate forces. Texas’ supply role lasted until mid-1863, after which time Union gunboats controlled the Mississippi River, making large transfers of men, horses or cattle impossible. Some cotton was sold in Mexico, but most of the crop became useless because of the Union naval blockade of Galveston, Houston, and other ports.
In this Thematic Exploration, students will explore the different ways artists represent …
In this Thematic Exploration, students will explore the different ways artists represent individuals in portraits. They will learn to gather clues about the time period in which the portrait was created, the lives of the subjects, and the thoughts of the artists.
Using portraits from the VMFA's collection, students will explore the Who, What, When, Where, and Why of portraiture. Guiding questions are woven throughout the activity, alongside a close examination of seven different portraits from a variety of different eras and cultures. Students are encouraged to observe, interpret, analyze, and reflect thoughtfully in each step. This activity also includes summative reflection questions to wrap up the conversation, as well as an optional "Create Your Own Portrait" activity.
Students will examine the Three-Fifths Compromise. They will look at how the …
Students will examine the Three-Fifths Compromise. They will look at how the Constitutional Convention decided to handle the issue of enslavement in legislation. Students will analyze primary and secondary sources to learn more about the development and lasting impact of this compromise.
tells the stories of three cities established after the Comstock Lode discovery …
tells the stories of three cities established after the Comstock Lode discovery in 1859 brought a reverse migration from California. The stories, told by this travel itinerary of 57 places, feature the mining and agricultural city now known for gaming, the remarkable collection of 19th-century buildings created with wealth generated by the Comstock Lode, and the state capital.
Concepts: Algorithms, Time Lines, Sequence of Events, Cause and EffectTerms: Sequence, AlgorithmMaterials: …
Concepts: Algorithms, Time Lines, Sequence of Events, Cause and EffectTerms: Sequence, AlgorithmMaterials: Paper, Pencil, List of Important Dates and EventsLesson Delivery: This lesson can be used as an ongoing project, or a review lesson for Historical Events.The learner will create a timeline that lists historical events and dates in US or Virginia History. Timeline_Algorithm.pdf
Students will consider the arguments made by members of the Continental Congress …
Students will consider the arguments made by members of the Continental Congress regarding whether or not to sign the Declaration of Independence. They will also have the opportunity to analyze each section of the Declaration to understand its meaning and consider the consequences of signing the document.
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