Database of Hebrew and Arabic texts recovered by a US Army team in Iraq. Primary Resources/Authentic Texts. The restoration and preservation of these documents is explained.
This Story Map Journal emphasizes geography’s impact on United States’ strategy in fighting World War II in the Pacific. Students, through the use of Library of Congress resources explore geography’s impact on the average soldier in the Pacific. They will also chart the progress that the armed forces made in their attempt to hop over non-strategic islands in their attempts to get ever closer to the home islands of Japan. Based on the images obtained from the Library of Congress, students will be able to critically assess the toll that the geography of the Pacific took on soldiers. Contains links to student materials and teacher materials for creating lesson plans.
Description
Overview: In this lesson students will analyze a private letter that President Thomas Jefferson (1743–1826) sent to Robert Livingston (1746–1813), his minister plenipotentiary (ambassador) to France, regarding the negotiations for what would become the Louisiana Purchase. Livingston and James Monroe (1758–1831, 6th president of the US) negotiated the Louisiana Purchase Treaty. It is important to note that at the time this letter was written — April 18, 1802 — the area had not yet been offered for sale.
In this letter Jefferson, unaware of the possibility of outright purchase, focuses upon retaining commercial access to the Mississippi River and rights of deposit (economic access) in New Orleans. He also comments upon the danger of an aggressive France locating outposts just across the Mississippi River from the United States. While some historians characterize Jefferson as a Francophile, in this letter Jefferson sees France as a potential enemy to the United States.
This lesson allows students to contextualize what will become the Louisiana Purchase prior to its acquisition by viewing the Purchase through a lens of national economic and military defense rather than an act of territorial expansion. As Jefferson considers the possibility of an aggressive France led by Napoleon Bonaparte on America’s doorstep, he states, “…perhaps nothing since the revolutionary war has produced more uneasy sensations through the body of the nation.” Original spellings and punctuation are retained.
This lesson is divided into two parts, both accessible below. The text is accompanied by close reading questions, student interactives, and an optional follow-up assignment. The teacher’s guide includes a background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and the follow-up assignment. The student’s version, an interactive PDF, contains all of the above except the responses to the close reading questions and the follow-up assignment.
Subject: Literature, Reading Informational Text, U.S. History Level: Middle School, High School Grades: Grade 11, Grade 12 Material Type: Interactive, Lecture Notes, Lesson, Primary Source, Reading Author: National Humanities Center Date Added: 05/03/2019
License: Creative Commons Attribution-NonCommercial 4.0 Creative Commons Attribution-NonCommercial 4.0 Language: English Media Format: Downloadable docs, Interactive
Computer Science skills are essential in today’s society. The development of these skills in grades K-12 is a critical component of preparing graduates for entry into the workforce or to pursue higher education coursework. In order to prepare students with these skills, the Virginia Department of Education has a variety of different coursework options that students may choose in preparation for careers and higher education.
The Computer Science Office in Loudoun County Public Schools has developed this curriculum integration document to support the integration of the 2017 Virginia Computer Science Standards into core subject areas and beyond. Each CS standard was aligned to up to 3 grade level standards that made natural correlations.Additionally, many activities and resources were included to each standard to support the introduction and integration of the standard. For each of the six strands of the Computer Science Standards of Learning: Computing Systems, Networks and the Internet, Cybersecurity, Data and Analysis, Algorithms and Programming, and Impacts of Computing, we have included tiered support called "Fuel", "Spark", and "Ignite". The "Fuel" is provided to build teacher capacity and students' understanding in understanding the CS SOL. The "Spark" provides a Computer Science integrated experience into a core or speciality subject SOL. The "Ignite" section is where teachers in Loudoun County have the opportunity to share authentic learning experiences and lessons in our LCPS Computer Science Lesson Repository.This document was created as part of the Virginia K-12 Computer Science Pipeline which is partly funded through a GOVA and DHCD grant in partnership with Chesapeake Public Schools, Loudoun County Public Schools, and the Loudoun Education Foundation.
This lesson is meant to be used with upper grades to explore algorithm, debugging, and looping through the writing process of limericks.
Magna Carta (Latin for Great Charter) is an Angevin charter originally issued in Latin in June 1215. The
Magna Carta was the first document forced onto a King of England by a group of his subjects in an attempt to limit his powers by law and protect their rights.
The charter is widely known throughout the English speaking world as an important part of the protracted historical process that led to the rule of constitutional law in England and beyond. Read a translation into English here.
features Atlanta's Auburn Avenue, the neighborhood where the civil rights leader was born and raised. Sweet Auburn, as it came to be called, became the center of African American life in Atlanta between 1910 and 1930. Photos and maps of the neighborhood are provided. King's role in the civil rights movement is also examined.
Photo of traffic in Herald Square (New York City) taken in April 1973.
This lesson remixes an original lesson plan entitled "The Poetry of Emily Dickinson" by Melissa Strong: Melissa Strong. Retrieved from the Digital Public Library of America
In this lesson, activities 1 and 2 from the original source are combined so that students emulate the writing style of Dickinson to write their own original poetry based on modern issues concerning women. An extension activity asks students to transfer their understanding of how literary elements shape meaning to different poets who each have a distinct style.
Background Information“The Moth” is a storytelling podcast that features real people telling short, engaging stories from their lives. We are going to become Identity and Conformity Detectives while listening! As we listen, we will search for ways identity and conformity have intersected in the lives of our storytellers.Essential QuestionAs you listen, consider this question: How does society shape our identities? Learning TargetsI can learn about conformity and reflect on the ways it impacts my life and identity.I can utilize audio media as a source to inspire ideas and analysis in my writing.
Students will analyze the Pears' Soap advertisement to identify which motivation for European imperialism is evidenced in the ad.
Students will analyze the Pears' Soap advertisement to identify which motivation for European imperialism is evidenced in the ad.
Students will analyze the Pears' Soap advertisement to identify which motivation for European imperialism is evidenced in the ad.
Students will analyze the Pears' Soap advertisement to identify which motivation for European imperialism is evidenced in the ad.
Students will analyze the Pears' Soap advertisement to identify which motivation for European imperialism is evidenced in the ad.
Remixed to include picture.
This lesson idea is about review shapes while playing musical chairs.
Deadline: Sept. 27, 2022
Academically outstanding high school seniors from households earning less than $65,000 per year for a typical household of four.
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LOGISTICS - Adjust and adapt as you see fit within your classroom context (student & curricular need)Each day we engaged with the chapter through an activity/discussion during the first half of class.The second half of class (these slides), students worked independently to reflect on each chapter’s essential question, read paired passages, and draw connections between the texts.
The road to Emancipation was indeed stony! Enslaved people struggled to free themselves and loved ones, one person at a time.
This activity includes primary sources from the official records of the U.S. District Court at Boston that tell the story of William and Ellen Craft, a young couple from Macon, GA, who escaped to freedom in Boston in 1848. The two traveled together, Ellen as a White gentleman (she was the daughter of an African-American woman and a White master and passed as White), and William as her slave valet. They made their way to Boston, and lived in the home of Lewis Hayden, a former fugitive and abolition activist.
With the passing of the Fugitive Slave Act in September, 1850, the Crafts' respective owners employed the legal system to regain their escaped property. A U.S. Marshal was sent to the home of Lewis Hayden. Hayden refused to let the marshal in and threatened to ignite kegs of gunpowder; the Marshal left. Ellen and William fled to Britain, where they remained for 20 years. They eventually returned to the United States and settled back in Georgia.
In this activity, students will examine historic documents about these fugitives from slavery. Then, using the documents, they will construct historical narratives to tell their story. They can explore perspective and use standard elements of writing (plot, character, setting, conflict, impact). Thinking about essential questions/topics, they will begin their writing with a topic/opening sentence that sets out the main idea.