The student will apply social science skills to understand the factors that shaped Colonial America by describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans, by creating a computational artifact.

Information Technology is a broad field to learn about. Within IT there are many careers. This lesson is designed to help engage the students in the IT field where they will be able to research and discover various jobs they are interested in. Students will discover the education requirments, possible benefits of different jobs, salary, hiring demad, and growth potential in the field.The activities include: brainstorming, compare and contrast, research, writing,  and using software either in Google or Microsoft.

 Your friend asked you to enter a texting/typing competition but have months to practice. We know practicing something makes you better at it.  You will be given your current speed and how well you improve over each month.  It is your job to find your texting/typing speed given a number of months that you have practiced.  You are also to look over other student’s work to see if they made an error and if so, where. 

Applying computer science principals, students will explore inventions & innovations from the Age of Information, then through pattern recognition, compare and contrast the Age of Information with the Age of Industrialization. Students will present their research to peers. 

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. 

The lawmaking process, as described in the US Constitution, is essentially an alogorithm that allows an idea to become a law. In this lesson, students will analyze and evaluate the process for creating laws at the Federal level and create a flow chart that shows the lawmaking process in an alogoritmic sequence. 

This lesson incorporates both computer science and mathematics to analyze coding with patterns and proportional relationships. It uses the Turtle library with Python programming.

Cross curricular lesson plan integrating Computer Science and Social Studies Standards CS 6.1-4 Social Science USI.5 e, USI6 a, b, c, d 

This lesson explores the similarities between how a human being moves/walks and how a robot moves. This allows students to see the human body as a system, i.e., from the perspective of an engineer. It shows how movement results from (i) decision making, i.e., deciding to walk and move, and (ii) implementing the decision by conveying the decision to the muscle (human) or motor (robot).

There were many black women who worked as code breakers at Arlington Hall during World War II, including Elsie Scott, Sue Bailey Thurman, and Genevieve Collins. These women faced significant challenges and discrimination due to their race and gender, but they made significant contributions to the war effort through their work as code breakers.

The purpose of this lesson plan is to help students understand, using a practical approach, the difference between brute force and a decrease and conquer algorithm.  This approach will use an illustration from history to draw the student into the presentation and then utilize finding the GCF of a number to illustrate the difference in efficiencies

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 resource contains a link to Baamboozle.com where a student can either play a game, watch a slideshow, or study with a set of flashcards from the vocabulary from the Computer Science standards 7.14 and 7.15.

This is game designed on Baamboozle.com that is based on the Computer Science standard 7.6 in Cybersecurity where users must answer questions to distinguish the difference between a physical and a digital security measures.

This is a matching game that utilizes the vocabulary from the Computer Science SOLs 7.8 and 7.9 from the Data and Analysis strand. 

This is a visual that can open a class discussion on the various differnent professions in the internet technology field. This graphic can also be included as a poster in the classroom. 

Students will apply their knowledge of the causes of the American Revolution to create an interactive story via Twine. The interactive story will be based on the pre-revolutionary war period from the point of view of a loyalist or a patriot. As a warm-up students will look at an optical illusion picture and as a class discuss point of view and perspective. Students will work in heterogeneous pairs/groups to research, outline, and create a pre-revolutionary story about a patriot or loyalist.

Students will examine the history and culture of the Choctaw native americans, as well as the story of the Code Talkers in WW1, in order to memorialize 1 of the Choctaw Code Talkers.Objectives: Analyze the story of the Choctaw Code Talkers in WWI and identify important data pointsDesign a plaque for the Choctaw Code Talkers based on data collected

The student or class will watch a video clip about spies and secret codes from the past.  Next students will be able to use a Pigpen cipher to crack a secret message of their own.  Teachers can edit the message to fit their needs and make adjustments as desired.  This is one mini lesson out of a series of five.

The student or class will watch a video clip about how to decode a Vigenère Square Cipher.Next students will be able to use the cipher to crack a secret message of their own (teacher provided messages in a hat (not inlcuded)).  One student chooses the word or phrase, the teacher puts the key (word) on the board, that same student will encrypt the message and send it to their partner.  The partner with use the same key word to return the text to plain text revealing the message and send their guess back to their partner. Teachers can edit the message to fit their needs and make adjustments as desired.  This is one mini lesson out of a series of five (part 2) and can be used alone, or with other lessons in the series. Vigenère Square Ciphefrom the past.  Next students will be able to use a Pigpen cipher to crack a secret message of their own.  Teachers can edit the message to fit their needs and make adjustments as desired.  This is one mini lesson out of a series of five. Vigenère Square Ciphe