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https://oercommons.org/courseware/lesson/65730/overview
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Navigation Support Document. reading_Hachiko
Overview
Navigation support documents are worksheets that list a set of websites with a task created around them aligned to a teaching objective.
These worksheets can guide learners from one website/ webpage to the next asking them to perform certain learning activities using each link in order to achieve the objective.
Reading
Pre-Reading Activity
https://www.youtube.com/watch?v=PKotol5koDA
Watch the video given in the link given and then write a paragraph sharing your views on how it benefits to have a pet in your life.
The Reading
Go to the link given below and read the story about Hachiko, A Dog.
https://www.usingenglish.com/comprehension/10.html
Here’s another dog’s story. https://www.youtube.com/watch?v=1jLOOCADTGs
What does the narrator say about having a pet? Discuss similarities and differences between the video and the text on Hachiko in terms of the story/idea/message that was portrayed in both of them.
Post Reading Activity
Watch the following video clips on two dogs, Max and Hachiko:
Max: https://www.youtube.com/watch?v=4tgxoas-36Y
Hachiko: https://www.youtube.com/watch?v=a1gfePW-6tE
Similarities in Max and Hachiko | Differences in Max and Hachiko |
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oercommons
|
2025-03-18T00:36:36.295913
|
04/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65730/overview",
"title": "Navigation Support Document. reading_Hachiko",
"author": "Kshema Jose"
}
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https://oercommons.org/courseware/lesson/20320/overview
|
8th Grade Color Wheel- Kimberly Barent/Hannah Conner
Overview
Lesson Plan
Date: 1/16/18 Grade Level: 8
Concept: Color Wheel
Objectives:Students will demonstrate knowledge of color wheel in pairs by receiving 10/10 points on an assignment at the end of lesson.
Introduction: Utilize prior knowledge of primary and secondary colors to incorporate new concepts of complementary colors. Motivational Device- Red dot on white board, introduction to complementary colors
Vocabulary: Primary, secondary, complementary, cool and warm colors, and ROY G BIV.
Body of Lesson: Ask student’s favorite color to transition into previous knowledge primary and secondary colors. Relate favorite colors or colors around the room to the color wheel and explain primary and secondary color relationships. Use red dot optical illusion to introduce complementary colors (motivational device). Introduce color wheel assignment (worksheet).
Accommodations/Modifications: ADHD- Allow student(s) to stand or sit on exercise ball while working.
Multiple Intelligence(s) Addressed: Linguistic- Provide alternate activity.
Assessment: Color wheel assignment.
Materials: Red paper, colored pencils, color wheel example, blank assessment
Standards: HSE.MS.8.18- Understand Color Theory
Section 1
Lesson Plan
Date: 1/16/18 Grade Level: 8
Concept: Color Wheel
Objectives:Students will demonstrate knowledge of color wheel in pairs by receiving 10/10 points on an assignment at the end of lesson.
Introduction: Utilize prior knowledge of primary and secondary colors to incorporate new concepts of complementary colors. Motivational Device- Red dot on white board, introduction to complementary colors
Vocabulary: Primary, secondary, complementary, cool and warm colors, and ROY G BIV.
Body of Lesson: Ask student’s favorite color to transition into previous knowledge primary and secondary colors. Relate favorite colors or colors around the room to the color wheel and explain primary and secondary color relationships. Use red dot optical illusion to introduce complementary colors (motivational device). Introduce color wheel assignment (worksheet).
Accommodations/Modifications: ADHD- Allow student(s) to stand or sit on exercise ball while working.
Multiple Intelligence(s) Addressed: Linguistic- Provide alternate activity.
Assessment: Color wheel assignment.
Materials: Red paper, colored pencils, color wheel example, blank assessment
Standards: HSE.MS.8.18- Understand Color Theory
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oercommons
|
2025-03-18T00:36:36.314501
|
01/23/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/20320/overview",
"title": "8th Grade Color Wheel- Kimberly Barent/Hannah Conner",
"author": "Hannah Conner"
}
|
https://oercommons.org/courseware/lesson/115961/overview
|
Snapshot Autobiography
Overview
In this project, students will think about the meaning of history by describing and illustrating several events from their own life, finding a witness to provide another description of one of those events, and thinking about the similarities and differences between the two descriptions.
Attachments
The attachment for this resource is an autobiography assignment where students reflect on how their life experiences influence the ways in which they view historical and current events and likewise how historians determine what happened in the past.
About This Resource
The sample assignment was submitted by a participant in a one-day workshop entitled “New Approaches to Frontier History” for world history teachers hosted by the Alliance for Learning in World History.
This resource was contributed by Patrick Sprinkle.
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oercommons
|
2025-03-18T00:36:36.332310
|
05/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115961/overview",
"title": "Snapshot Autobiography",
"author": "Alliance for Learning in World History"
}
|
https://oercommons.org/courseware/lesson/101164/overview
|
https://drive.google.com/file/d/1aSxBDMgZDqWfCTSSL9T2uz6jHmpRoSUr/view?usp=sharing
https://drive.google.com/file/d/1-pyV1L-46yIN9Bdz9OEY8HeltnMI52vu/view?usp=share_link
https://drive.google.com/file/d/1SbW2R-hZcAYddHHSp2LvdRNh1aE6mGpb/view?usp=share_link
Paper X Unit 1
Overview
This resource includes the content related to first unit of paper X of B.Ed. IInd year
Paper X Unit 1
This Section Includes
- Concept of Philosophy
- branches of Philosophy
- Role of philosophy in education
- Concept of knowledge
- Nature of Knowledge
- Types of Knowledge
Paper X Unit 1
This course includes
- Concept of Philosophy
- Different branches of philosophy
- Role of philosophy in education.
- Concept of knowledge
- Types of knowledge.
Paper X Unit 1
This section includes
- Sources of knowledge
- Nature of Empirical knowledge
Paper X Unit 1
This section includes
- Nature of empirical knowledge
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oercommons
|
2025-03-18T00:36:36.354287
|
02/20/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101164/overview",
"title": "Paper X Unit 1",
"author": "Kusum Lata"
}
|
https://oercommons.org/courseware/lesson/108388/overview
|
Designing a SmartShoe for Blind People
Overview
We designed a smartshoe for blind people so that they can sense when they encounter an obstacle.
Designing a SmartShoe for Blind People
We designed a smartshoe for blind people so that they can sense when they encounter an obstacle.
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oercommons
|
2025-03-18T00:36:36.370682
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09/08/2023
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108388/overview",
"title": "Designing a SmartShoe for Blind People",
"author": "Ozge Bayat"
}
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https://oercommons.org/courseware/lesson/120023/overview
|
Education Standards
Corpuz Family - An Indipino Family's Foodways
Jenkin's Family - A Black and Filipino Family's Foodways
Digital Stories & Recipe Book of Multi-Ethnic Filipinos: Website Guidance
Overview
In collaboration with two multi-ethnic Filipino families and the Smithsonian Institute Asian Pacific American Center (APAC), resource creators have developed zines that present a personal history of how these families lived in Washington State through oral histories, family trees, interviews, family photographs, and a celebrated family recipe. The zines begin a conversation of how these families' histories connect with larger conversations of identity and belonging — a groundbreaking K-12 curriculum resource on Filipino American history.
Background from the Developers - 100% Project
This project marks the first in the nation to focus on Filipino American families in Seattle, with a particular emphasis on honoring the Filipino American Pioneers, especially the Jenkins family—the first Filipino American family in Seattle—and the Corpuz family- Indipino community of Bainbridge Island.
Our decision to highlight these legacies is a deliberate effort to address anti-Blackness and settler colonialism within our community by showcasing histories that are often left out of mainstream narratives and won’t be found on social media and other K-12 curriculum. By centering the powerful and influential legacy of the Jenkins family and the Indipino community, we are not only telling the stories that have shaped our past but also ensuring that these voices receive the national recognition they deserve. This project is about more than just history; it is about reclaiming our place in U.S. history, putting our community on the map, and making sure future generations learn about the contributions of Filipino American pioneers in Seattle. It’s an opportunity to ensure that the rich history of Filipino Americans and their impact are permanently woven into the fabric of our nation’s educational resources.
One thing Auntie Gina told me at a very young age, that I will always carry with me is, you know, she doesn't view herself as 50% Filipino or 50% indigenous. She views herself as 100% Filipino and 100% Indigenous...
Lanessa Monroe-Cerrill
Corpuz Family | Jenkins Family |
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Tips for Effective Implementation or Differentiation
Consider providing voice and choice on how students use the resource
Provide models or demonstrations to meet the needs of learners
Have students contribute their own ideas and recipes to celebrate culture and diversity in the classroom.
Comments
This zine is available for online viewing only. The resource itself is not available under an open license but is able to be freely accessed and viewed.
Attribution and License
Attribution
Cover Image by Seattle 100% Project | Used pursuant to fair use.
License
Except where otherwise noted, this website guidance document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.
This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI Please confirm the license status of any third-party resources and understand their terms before use.
The 100% Project work was created in partnership with the Smithsonian Asian Pacific American Center's National Education Program and its co-creation program with funding from Boeing.
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oercommons
|
2025-03-18T00:36:36.407942
|
Primary Source
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120023/overview",
"title": "Digital Stories & Recipe Book of Multi-Ethnic Filipinos: Website Guidance",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/65253/overview
|
Instagram Page
Step Ahead Gifted Academy (SAGA)
Overview
Step Ahead Gifted Academy is a non-traditional learning environment in Cary, NC, built on the belief that earning is a continual social, emotional, and academic process. Focusing attention on both academics and social-emotional development equally, SAGA bridges the gap between a homeschool environment and a private, small learning setting.
SAGA’s program offers:
- Data driven instruction tailored to the specific needs of each student
- Flexible scheduling, both in daily instruction as well as across the curriculum
- An understanding, supportive community where parent and student input is valued and encouraged
- A small teacher to student ratio to provide individual and small group instruction
- Project based instruction to promote creative, collaborative learning with clear connections to the real world
- Additional support services are offered through, but not limited to, our local partner Collaboration Wynns Family Psychology.
Gifted education: Step ahead gifted academy: United States. (n.d.). Retrieved from http://www.stepaheadacademy.org
Step Ahead Gifted Academy (SAGA)
Step Ahead Gifted Academy is a non-traditional learning environment in Cary, NC, built on the belief that earning is a continual social, emotional, and academic process. Focusing attention on both academics and social-emotional development equally, SAGA bridges the gap between a homeschool environment and a private, small learning setting. SAGA provides gifted students ages 5+ with a research based curriculum. Curriculum is individualized for each student to allow students to be appropriately challenged, leading to growth in all academic areas.
SAGA’s program offers:
- Data driven instruction tailored to the specific needs of each student
- Flexible scheduling, both in daily instruction as well as across the curriculum
- An understanding, supportive community where parent and student input is valued and encouraged
- A small teacher to student ratio to provide individual and small group instruction
- Project based instruction to promote creative, collaborative learning with clear connections to the real world
- Additional support services are offered through, but not limited to, our local partner Collaboration Wynns Family Psychology.
Step Ahead Gifted Academy is for families with students ages 5+ in the Triangle area looking for a non-traditional, parent-teacher collaborative approach to their gifted child’s education.
Gifted education: Step ahead gifted academy: United States. (n.d.). Retrieved from http://www.stepaheadacademy.org
|
oercommons
|
2025-03-18T00:36:36.427508
|
04/14/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65253/overview",
"title": "Step Ahead Gifted Academy (SAGA)",
"author": "Julie Cronin"
}
|
https://oercommons.org/courseware/lesson/78865/overview
|
Science: Human Impacts on the Environment: The Salmon Population in Oregon
Overview
Native American people have lived in the area now known as Oregon since time immemorial. During the era of colonialism (beginning in the 1600s)-and even into the 21st century-non-Native people often portrayed the North American continent as a vast wilderness that was virtually unpopulated when they arrived. This could not be farther from the truth. In Oregon alone there were dozens of tribes, each with its own ancestral territory and rich cultural history. There was not a single region of Oregon that did not have an Indigenous tribe or band living within it. Nothing was discovered or “untapped”, but instead well managed as Indigenous stewards of the land. Over time, the environment has been impacted by changes such as an increase in human population, and over consumption of natural resources (freshwater, minerals and energy). This lesson focuses on the impact of dams on the salmon population of Oregon. The activity in this lesson will give students an essential understanding of why salmon are essential to the traditional lifeways of Native Americans in Oregon. It will also highlight the important contributions tribes are making to salmon restoration efforts in Oregon.
Human Impacts on the Environment: The Salmon Population in Oregon
Native American people have lived in the area now known as Oregon since time immemorial. During the era of colonialism (beginning in the 1600s)-and even into the 21st century-non-Native people often portrayed the North American continent as a vast wilderness that was virtually unpopulated when they arrived. This could not be farther from the truth. In Oregon alone there were dozens of tribes, each with its own ancestral territory and rich cultural history. There was not a single region of Oregon that did not have an Indigenous tribe or band living within it. Nothing was discovered or “untapped”, but instead well managed as Indigenous stewards of the land. Over time, the environment has been impacted by changes such as an increase in human population, and over consumption of natural resources (freshwater, minerals and energy). This lesson focuses on the impact of dams on the salmon population of Oregon. The activity in this lesson will give students an essential understanding of why salmon are essential to the traditional lifeways of Native Americans in Oregon. It will also highlight the important contributions tribes are making to salmon restoration efforts in Oregon.
Additional Materials
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oercommons
|
2025-03-18T00:36:36.442373
|
Renée House
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78865/overview",
"title": "Science: Human Impacts on the Environment: The Salmon Population in Oregon",
"author": "Lesson Plan"
}
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https://oercommons.org/courseware/lesson/116996/overview
|
Education Standards
Customize Presentation on Canva
Designing Aluminum Foil Boats & Competition Lesson Plan
Designing Aluminum Foil Boats & Contest
Overview
In the aluminum foil boats challenge, elementary students learn about buoyancy by creating boats from aluminum foil. They experiment with different shapes to see which can hold the most weight before sinking. This fun activity teaches them about balance and how things float. The lesson ends with a competition, where students add weights to their boats and discover which designs work best.
Introduction
Subjects: • Science • Engineering • Math
Time: 60-90 minutes
Skills: • Teamwork • Problem-solving • Measurement • Engineering Design Process
Learning Objective/Goal:
- Understand the basic principles of buoyancy and density.
- Apply engineering concepts to design and build a boat that can hold the maximum weight without sinking.
- Evaluate the design and performance of their boats.
Materials Needed:
- Aluminum foil (sheets of approximately 12 inches by 12 inches)
- Weights for testing (e.g., pennies, marbles)
- Large container of water (e.g., plastic tub, sink)
Background
Boats float on water because their shape allows them to displace enough water to counteract their weight. Understanding buoyancy and density is crucial in designing boats that can hold weight without sinking.
Activity
Introduction
- Introduce the concept of buoyancy and how boats float.
- Explain the challenge: Students will design and build a boat using only aluminum foil to hold the most weight without sinking.
- Show the class the objects that will be used as weights, other materials, and example boat designs
Construction:
- Provide each team with one or two sheets of aluminum foil (or more).
- Students should start building their boats according to their designs.
- Encourage teamwork and problem-solving as they encounter challenges.
Testing:
- Each team will place their boat in the water in the large container with water and gradually add weights until the boat sinks.
- Record the weight each boat holds and note the design features.
Redesign
- Ask the students what they would like to change about their boat design and to brainstorm new features they could add
- Have them make a new version of the boat with the updated features and new design
- Retest this design and see if it can hold more weight than the first
This process of construction, testing, and redesign can occur more than once, the goal is for students to understand the fundamentals and that the process is not linear.
Extra
Tips for Students:
- Use the aluminum foil efficiently and strategically to ensure your boat is strong and buoyant.
- Think creatively about the design and aesthetic aspects of your boat.
Tips for Teachers:
- Have example designs of boats or pictures for students to look at
- The more rounds there are, the more materials students will need
- Other materials such as craft supplies can be added but this lesson mainly focuses on boats made solely from aluminum foil
Extensions:
- Integrate a math lesson by having students calculate the volume and surface area of their boats.
- Have students present their designs in front of the class
- Make other constraints, such as a character/figurine cannot get wet or that the boat can only be a certain length, etc.
|
oercommons
|
2025-03-18T00:36:36.472568
|
06/19/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116996/overview",
"title": "Designing Aluminum Foil Boats & Contest",
"author": "Annabel Lee"
}
|
https://oercommons.org/courseware/lesson/114970/overview
|
Revisão das Classes e Camadas Nomenclaturas e Funções Principais
Overview
Classes e camadas são conceitos fundamentais em computação que contribuem para a organização, reutilização, modularidade, manutenabilidade e escalabilidade de software.
Apresentação
As classes representam unidades de organização do código fonte, cada uma com uma responsabilidade específica no funcionamento do sistema. Por outro lado, as camadas representam agrupamentos lógicos de classes com funcionalidades semelhantes ou relacionadas, contribuindo para uma arquitetura robusta e escalável.
Ao revisar cada classe e camada, entenderemos melhor a estrutura do sistema, sua organização interna e as responsabilidades atribuídas a cada componente. Isso nos permitirá ter uma visão mais clara do funcionamento do sistema como um todo e identificar possíveis áreas de melhoria ou otimização.
Vamos agora analisar detalhadamente cada uma das classes e camadas, explorando suas funções principais e contribuições para o sistema.
Nomeclatura e funções principais
Nomeclatura: frmLogin
Funcões Principais
frmLogin_Load: Este método é acionado quando o formulário de login é carregado.
Ele configura o caractere de senha para o campo de senha como um caractere especial, geralmente usado para ocultar a senha.
Além disso, verifica se há algum usuário com função de administrador no banco de dados. Se não houver, abre o formulário de registro de usuário.
2. btnEntrar_Click: Este método é acionado quando o botão de login é clicado. Ele verifica se os campos de usuário e senha estão preenchidos e,
em seguida, executa uma consulta SQL para verificar se as credenciais correspondem a um usuário válido no banco de dados.
Se as credenciais forem válidas, exibe uma mensagem de boas-vindas e direciona o usuário para o formulário principal.
Se não forem válidas, exibe uma mensagem de erro.
3. ToolStripButton2_Click: Este método é acionado quando um botão de fechar é clicado. Ele descarta o formulário de login.
4. btnCancelar_Click: Este método é acionado quando o botão de cancelar é clicado. Ele fecha a aplicação.
5. txtPass_KeyDown: Este método é acionado quando uma tecla é pressionada no campo de senha.
Se a tecla pressionada for "Enter", chama o método `btnEntrar_Click`. Se for "Escape", descarta o formulário de login.
Métodos e Rotinas:
1. Connection: Este método estabelece a conexão com o banco de dados MySQL.
2. LogHistory: Este método registra a entrada do usuário no sistema, inserindo um registro na tabela `tbllog`.
3. Dashboard: Este método atualiza o painel principal do sistema com informações relevantes, como total de vendas, descontos, número de produtos e usuários.
4. CheckStatus: Este método verifica se o sistema está aberto para operações de ponto de venda.
5. CountRecords: Este método conta o número de registros retornados por uma consulta SQL.
Nomeclatura e funções principais
Nomenclatura: frmCancelOrder
Funções Principais:
1. Label2_Click: Este método é acionado quando o rótulo "Label2" é clicado. Ele descarta o formulário de cancelamento de ordem.
2. LoadRecords: Este método carrega os registros das ordens concluídas para exibição em um `MetroGrid`.
Ele executa uma consulta SQL para selecionar todas as ordens com status "Concluído" entre duas datas específicas.
Em seguida, adiciona cada registro ao `MetroGrid` para exibição.
3. Timer1_Tick: Este método é acionado quando o temporizador é ativado. Ele atualiza o rótulo "lblDate" com a data e hora atuais.
Métodos e Rotinas:
1. frmCancelOrder_Load: Este método é acionado quando o formulário de cancelamento de ordem é carregado.
No momento, está vazio, sem funcionalidade.
2. MetroGrid1_CellContentClick: Este método é acionado quando o conteúdo de uma célula no `MetroGrid1` é clicado.
Ele verifica se o conteúdo da célula clicada é o botão "Cancel Order" e, em seguida, abre o formulário `frmAdminPassword`
para confirmar o cancelamento da ordem. Ele também extrai o ID, número da transação e valor da ordem da linha clicada para uso posterior.
Nomeclatura e funções principais
Nomenclatura: frmCategory
Funcções Principais:
Label2_Click: Descarta o formulário de categoria quando o rótulo "Label2" é clicado.
Button1_Click : Adiciona uma nova categoria ao banco de dados quando o botão "Button1" é clicado.
Exibe uma caixa de mensagem de confirmação antes de adicionar a categoria.
3. Button1_KeyDown : Permite que o usuário pressione a tecla Enter para adicionar uma nova categoria ou a tecla Escape para descartar o formulário.
4. frmCategory_Load : Carrega todas as categorias existentes do banco de dados quando o formulário de categoria é carregado.
5. LoadRecords : Carrega todas as categorias existentes do banco de dados para exibição em um `MetroGrid`.
6. Clear : Limpa o campo de texto da categoria e habilita o botão "Button1" para adicionar uma nova categoria.
7. btnCancel_Click : Chama o método `Clear` para limpar o formulário de categoria quando o botão "Cancelar" é clicado.
8. MetroGrid1_CellContentClick : Manipula os cliques nas células do `MetroGrid1`. Permite a edição e exclusão das categorias existentes.
btnUpdate_Click : Atualiza uma categoria existente no banco de dados quando o botão "Atualizar" é clicado.
Exibe uma caixa de mensagem de confirmação antes de atualizar a categoria.
Essas funções permitem adicionar, editar, excluir e visualizar categorias no sistema.
Cada método desempenha um papel específico na interação do usuário com o formulário de categoria.
Nomeclatura e funções principais
Nomeclatur: frmDiscountComputation
Funções Principais:
1. Label2_Click : Descarta o formulário de cálculo de desconto quando o rótulo "Label2" é clicado.
2. txtDining_KeyPress : Controla o comportamento da entrada de dados no campo de texto `txtDining`, permitindo apenas números e o backspace.
3. btnStart_Click : Inicia o cálculo do desconto ao carregar o formulário.
LoadDiscount : Calcula o desconto com base no valor fornecido pelo usuário no campo `txtDining` e
atualiza os valores nos campos `txtTotal`, `frmSettle.txtTotal`, `frmSettle.txtDiscount`, `frmPos.txtTotal` e `frmPos.txtDiscount`.
5. frmDiscountComputation_Load : Carrega os descontos disponíveis do banco de dados ao iniciar o formulário.
6. LoadDiscount1 : Carrega os descontos disponíveis do banco de dados e os exibe na ComboBox `ComboBox1`.
7. ComboBox1_SelectedIndexChanged : Define o valor do campo `txtDining` com base no item selecionado na ComboBox `ComboBox1`.
8. txtDining_KeyDown : Permite que o usuário pressione a tecla Enter para calcular o desconto ou a tecla Escape para descartar o formulário.
Essas funções permitem ao usuário calcular descontos com base em valores predefinidos ou personalizados e atualizar os
valores correspondentes nos formulários relacionados. Cada método desempenha um papel específico na interação do usuário com o formulário
de cálculo de desconto.
Nomeclatura e funções principais
Nomeclatura:frmLogHistory
Funções Principais:
1. LinkLabel1_LinkClicked : Descarta o formulário de histórico de log quando o link é clicado.
2. LoadRecords : Carrega os registros de log entre duas datas especificadas nos controles `dt1` e `dt2` e
exibe-os no `MetroGrid1`. Os registros são recuperados da tabela `tbllog` do banco de dados e
incluem informações como nome de usuário, data, hora de entrada, hora de saída e status.
3. dt1_ValueChanged : Atualiza os registros de log quando o valor da data no controle `dt1` é alterado.
4. dt2_ValueChanged : Atualiza os registros de log quando o valor da data no controle `dt2` é alterado.
Essas funções permitem ao usuário visualizar os registros de log armazenados no banco de dados entre duas datas específicas.
Os registros são exibidos em uma grade e atualizados conforme as datas são modificadas nos controles de data.
Nomeclatura e funções principais
Nomenclatura: frmPos
Funcções Principais:
Configuração de Impressão: O código define um documento de impressão (`PrintDocument`) e
um diálogo de visualização de impressão (`PrintPreviewDialog`). Ele configura o tamanho do papel
e os eventos para o início da impressão e a impressão real.
2. Carregamento de Categorias e Produtos: Existem métodos para carregar as categorias de produtos e os produtos associados a essas categorias.
Os produtos são exibidos em um `FlowLayoutPanel` para seleção fácil.
3. Gerenciamento do Carrinho: Os produtos selecionados são adicionados a um carrinho de compras.
O usuário pode aumentar ou diminuir a quantidade de itens no carrinho e remover itens individualmente.
As informações do carrinho são exibidas em um `DataGridView`.
4. Pagamento e Faturamento: Quando o usuário decide pagar, ele pode inserir o valor em dinheiro e calcular automaticamente o troco.
Após o pagamento, uma fatura é gerada e pode ser impressa.
5. Outras Funcionalidades: Existem também outras funcionalidades, como criação de novos pedidos, gerenciamento de seções, cancelamento de pedidos,
visualização de detalhes de vendas, alteração de senha, entre outros.
Nomeclatura e funções principais
Nomenclatura: frmCategory
Funcções Principais:
O frmCategory permite aos usuários adicionar novos produtos (`btnSave_Click`), atualizar produtos existentes (`btnUpdate_Click`),
cancelar operações (`btnCancel_Click`) e selecionar uma imagem para o produto (`Button4_Click`).
3. O método `LoadCategory` popula a caixa de combinação (`cboCategory`) com categorias obtidas da tabela do banco de dados `tblcategory`.
4. A validação de entrada é realizada para garantir que campos obrigatórios estejam preenchidos antes de salvar ou atualizar um produto.
Se algum campo obrigatório estiver vazio, uma caixa de mensagem é exibida indicando o erro.
5. A validação numérica é implementada para a caixa de texto `txtPrice` para permitir apenas valores numéricos e um ponto decimal.
6. Ao salvar ou atualizar um produto, a imagem selecionada pelo usuário é convertida em uma matriz de bytes e
armazenada no banco de dados junto com outros detalhes do produto.
7. O método `Clear` redefine os controles do formulário para seu estado inicial após salvar ou atualizar um produto.
8. Alguns manipuladores de eventos (`KeyPress`, `SelectedIndexChanged`, `Click`, etc.) são definidos para lidar com
interações do usuário com os controles do formulário.
9. O tratamento de erros é implementado usando blocos `Try-Catch` para lidar com quaisquer exceções que possam ocorrer
durante operações de banco de dados ou outras partes do código.
10. Por fim, existem alguns manipuladores de eventos para carregamento do formulário e outros controles, embora atualmente estejam vazios.
No geral, o código fornece funcionalidades básicas para gerenciar produtos em um banco de dados, incluindo adição de novos produtos,
atualização de produtos existentes e exibição de informações relevantes ao usuário..
Nomeclatura e funções principais
Nomenclatura: frmProductList
Funcções Principais:
1. A classe `frmProductList` contém funcionalidades para carregar os registros de produtos, exibir a lista no `DataGridView`, editar e excluir produtos.
2. No método `frmProductList_Load`, o formulário é configurado para aceitar teclas de atalho e, em seguida,
os registros de produtos são carregados chamando o método `LoadRecords`.
3. O método `LoadRecords` popula o `DataGridView` com os registros de produtos recuperados do banco de dados.
Ele limpa as linhas existentes no `DataGridView`, consulta o banco de dados para obter os registros de produtos e
adiciona cada registro como uma nova linha no `DataGridView`.
4. Quando o usuário clica no botão "Adicionar Novo Produto" (`ToolStripButton1_Click`), o formulário de produto é exibido em modo de diálogo,
permitindo ao usuário adicionar um novo produto. Após adicionar o produto, a lista é recarregada para exibir o novo registro.
5. Quando o usuário clica no botão "Fechar" (`ToolStripButton2_Click`), o formulário é fechado.
6. Quando o usuário pressiona a tecla "Esc", o formulário também é fechado (`frmProductList_KeyDown`).
7. Quando o usuário clica nos botões "Editar" ou "Excluir" em uma linha específica do `DataGridView` (`DataGridView1_CellContentClick`),
as operações correspondentes são realizadas. Para editar um produto, os detalhes do produto selecionado
são carregados no formulário de produto para edição. Para excluir um produto, uma confirmação é solicitada antes de excluir o registro do banco de dados.
O código faz uso de consultas SQL para interagir com o banco de dados MySQL,
manipulando operações CRUD (Create, Read, Update, Delete) nos registros de produtos. Além disso, ele inclui manipulação de eventos
para responder às interações do usuário com os controles do formulário.
Nomeclatura e funções principais
Nomenclatura: frmQty
Funcções Principais:
1. A classe `frmQty` possui variáveis ​​para armazenar o ID e o preço do produto, bem como métodos e eventos para interagir com o usuário e o banco de dados.
2. No método `frmQty_Load`, o formulário é configurado para aceitar teclas de atalho.
3. No método `frmQty_KeyDown`, são tratadas as teclas pressionadas pelo usuário.
Se o usuário pressionar a tecla Enter, o código executa a lógica para adicionar o produto ao carrinho.
4. O método `DuplicateEntry` verifica se já existe uma entrada no carrinho para o produto atual.
Se uma entrada duplicada for encontrada, o método retorna verdadeiro; caso contrário, retorna falso.
5. O método `AddToCart` é usado para definir o ID e o preço do produto que será adicionado ao carrinho.
6. Os eventos `TextChanged` e `KeyPress` dos controles `txtQty` são usados para validar a entrada do usuário.
Apenas números são permitidos, juntamente com o caractere de ponto decimal e a tecla Enter.
7. Dependendo se a entrada é válida e se a tecla Enter é pressionada, o código decide se deve
inserir um novo item no carrinho ou atualizar a quantidade de um item existente.
8. Após adicionar ou atualizar o item no carrinho, o método `LoadCart` do formulário principal (`frmPos`) é chamado para atualizar a exibição do carrinho.
Este código demonstra um exemplo de integração de um formulário de POS com um banco de dados MySQL,
usando consultas SQL para inserir novos registros ou atualizar registros existentes no banco de dados.
Ele também ilustra a interação com o usuário para coletar e validar dados antes de executar operações no banco de dados.
Nomeclatura e funções principais
Nomenclatura: frmSalesDetail
Funcções Principais:
2. O método `LoadSales` é usado para carregar as vendas com base na data selecionada.
Ele consulta o banco de dados MySQL para obter os detalhes das vendas, como ID do produto, descrição, preço, quantidade e total.
3. Os métodos `PD_BeginPrint` e `PD_PrintPage` são usados para lidar com o processo de impressão dos detalhes da venda.
Eles definem a configuração de impressão, incluindo o tamanho da página, as fontes utilizadas e a disposição dos elementos na página.
4. O método `GetData` é usado para executar consultas SQL simples e retornar um valor único do banco de dados.
5. O evento `Button2_Click` é acionado quando o usuário clica no botão "Pesquisar".
Ele filtra as vendas com base no número da fatura inserido pelo usuário e exibe os resultados no `DataGridView`.
6. O evento `btnFaturaReimprime_Click` é acionado quando o usuário clica no botão "Reimprimir Fatura".
Ele chama o método `ImprimirFatura` para iniciar o processo de impressão dos detalhes da fatura.
Nomeclatura e funções principais
Nomenclatura: frmTable
Funcções Principais:
O método `LoadTable` é usado para carregar as mesas disponíveis a partir do banco de dados MySQL.
Ele consulta a view `vwtable` para obter os detalhes das mesas, como número da mesa e total da conta associada.
2. Para cada mesa recuperada, um botão é criado dinamicamente e adicionado ao `FlowLayoutPanel1`.
A cor de fundo do botão é definida com base no valor da conta associada à mesa. Se a conta for maior que 1, o botão terá uma cor vermelha (`Crimson`),
caso contrário, terá uma cor azul (`Color.FromArgb(55, 176, 213)`).
3. O método `GetTable_Click` é chamado quando um dos botões de mesa é clicado.
Ele obtém o número da mesa associado ao botão clicado e o utiliza para atualizar o número da mesa no
formulário `frmPos` (presumivelmente o formulário principal do ponto de venda). Em seguida, chama o método `GetOrder`
no formulário `frmPos` para carregar os pedidos associados à mesa selecionada.
4. O evento `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar".
Ele fecha o formulário atual (`frmSelectTable`).
Nomeclatura e funções principais
Nomenclatura: frmSettle
Funcções Principais:
1. O método `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmSettle`).
2. O evento `txtCash_TextChanged` é acionado sempre que o texto no campo `txtCash` é alterado.
Ele calcula o troco com base no valor inserido pelo usuário e exibe o resultado no campo `txtChange`.
3. O evento `txtCash_KeyPress` é acionado quando uma tecla é pressionada no campo `txtCash`.
Ele permite apenas números, o ponto decimal, a tecla Backspace e a tecla Enter. Quando a tecla Enter é pressionada,
ele chama o método `btnAccept_Click`, que simula o clique no botão "Aceitar".
4. O método `btnAccept_Click` é acionado quando o usuário clica no botão "Aceitar".
Ele verifica se o valor inserido no campo `txtCash` é suficiente para cobrir o total da compra.
Se for suficiente, exibe uma mensagem de confirmação e salva o pagamento no banco de dados chamando o método `SavePayment`.
Caso contrário, exibe uma mensagem informando que o valor inserido é insuficiente.
5. O método `SavePayment` é responsável por salvar o pagamento no banco de dados.
Ele insere um registro na tabela `tblsales` com os detalhes do pagamento,
incluindo o número da transação, o total da compra, a data e a hora do pagamento, e o nome do caixa que realizou a transação.
Em seguida, atualiza o status dos itens do carrinho (`cart`) para 'completed', indicando que foram pagos. Após salvar os dados,
exibe uma mensagem informando que o pagamento foi confirmado.
6. Os eventos `frmSettle_Load` e `frmSettle_KeyDown` são acionados quando o formulário é carregado e uma tecla é pressionada, respectivamente.
Eles definem a propriedade `KeyPreview` do formulário como `True`, permitindo que o formulário capture eventos de teclado antes dos controles individuais.
7. Os eventos `LinkLabel1_LinkClicked` e `LinkLabel2_LinkClicked` são acionados quando o usuário clica nos links "Desconto"
e "Limpar Desconto", respectivamente. O primeiro link abre o formulário `frmDiscountComputation` para calcular um desconto,
enquanto o segundo link limpa o desconto e restaura o total da compra ao valor original.
Nomeclatura e funções principais
Nomenclatura: frmStart
Funcções Principais:
1. O método `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmStart`).
2. O evento `txtInnitial_KeyPress` é acionado sempre que uma tecla é pressionada no campo `txtInnitial`.
Ele permite apenas números, o ponto decimal e a tecla Backspace.
3. O método `btnInnitial_Click` é acionado quando o usuário clica no botão "Confirmar".
Ele verifica se o campo `txtInnitial` está vazio. Se não estiver vazio, insere um registro na tabela `tblstart` no banco de dados,
registrando o valor inicial do caixa e a data atual. Em seguida, atualiza o estado dos botões no formulário `frmPos`
com base no status atual do caixa. Por fim, fecha o formulário atual (`frmStart`).
4. O evento `txtInnitial_KeyDown` é acionado quando uma tecla é pressionada no campo `txtInnitial`.
Se a tecla pressionada for a tecla Enter, ele chama o método `btnInnitial_Click` para processar o valor inserido.
Se a tecla for a tecla Escape, ele fecha o formulário atual (`frmStart`).
Nomeclatura e funções principais
Nomenclatura: frmTable
Funcções Principais:
1. O método `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmTable`).
2. O método `btnSave_Click` é acionado quando o usuário clica no botão "Salvar". Ele verifica se o campo `txtTable` não está vazio e,
em seguida, insere um novo registro na tabela `tbltable` do banco de dados, que armazena o número da mesa. Após a inserção bem-sucedida,
limpa o campo `txtTable` e recarrega os registros da tabela.
3. O método `LoadRecord` é usado para carregar os registros existentes da tabela `tbltable` no `DataGridView`.
4. O evento `DataGridView1_CellContentClick` é acionado quando o usuário clica em uma célula do `DataGridView`.
Se o usuário clicar no botão de edição (`colEdit`), ele permite ao usuário editar o número da mesa.
Se o usuário clicar no botão de exclusão (`colDelete`), ele permite ao usuário excluir o registro correspondente da tabela `tbltable`.
5. O método `btnCancel_Click` é acionado quando o usuário clica no botão "Cancelar". Ele limpa o campo `txtTable` e redefine o estado dos botões.
6. O método `btnUpdate_Click` é acionado quando o usuário clica no botão "Atualizar". Ele verifica se o campo `txtTable` não está vazio e, em seguida,
atualiza o registro correspondente na tabela `tbltable` com o novo número da mesa. Após a atualização bem-sucedida, limpa o campo `txtTable` e
recarrega os registros da tabela.
Nomeclatura e funções principais
Nomenclatura: frmUserRegister
Funcções Principais:
1. Método Label2_Click: Este método é acionado quando o usuário clica no `Label2`, que parece ser um botão de fechar. Ele fecha o formulário atual (`frmUserRegistration`).
2. Método Clear: Este método é usado para limpar todos os campos de entrada do formulário.
Método frmUserRegistration_Load: Este método é acionado quando o formulário é carregado.
Ele configura o caractere de senha para os campos de senha (`txtPass` e `txtConfirm`) para que
os caracteres inseridos sejam exibidos como um caractere de ponto preto.
Método btnSave_Click_1: Este método é acionado quando o usuário clica no botão "Salvar".
Ele verifica se todos os campos necessários estão preenchidos e se as senhas coincidem. Em seguida,
insere os dados do novo usuário na tabela `tbluser` do banco de dados.
Método MetroGrid1_CellContentClick: Este método é acionado quando o usuário interage com as células da grade de dados (`MetroGrid1`).
Ele manipula a lógica para alterar o status de um usuário (ativo/inativo) ou excluir permanentemente um usuário.
Método LinkLabel1_LinkClicked: Este método é acionado quando o usuário clica no `LinkLabel1`.
Ele abre o formulário `frmChangePassword` para permitir que o usuário altere sua senha.
Outros métodos: Existem vários outros métodos para
limpar campos individuais (`btnLimpar_Click`, `Button3_Click`, `Button4_Click`, `Button5_Click`) e
o botão "Cancelar" (`btnCancel_Click_1`) para limpar todos os campos.
Nomeclatura e funções principais
Nomenclatura: frmAdminPassword
Funcções Principais:
Método frmAdminPassword_Load: Este método é acionado quando o formulário é carregado.
Ele configura o caractere de senha para o campo de senha (`txtPass`) para que os caracteres inseridos sejam exibidos
como um caractere de ponto preto. Além disso, ele habilita a detecção de tecla pressionada para o formulário.
Método frmAdminPassword_KeyDown: Este método é acionado quando uma tecla é pressionada enquanto o formulário tem o foco.
Ele verifica se a tecla pressionada é a tecla Esc (para fechar o formulário) ou a tecla Enter (para validar a senha).
Método validatePassword: Este método valida a senha inserida pelo usuário comparando-a com a senha armazenada no banco de dados
para o usuário com função de "Administrador". Se a senha estiver correta, ele chama o método `CancelOrder` para cancelar um pedido específico.
Caso contrário, exibe uma mensagem informando que a senha é inválida.
Método CancelOrder: Este método é chamado quando a senha de administrador é validada com sucesso.
Ele cancela um pedido específico no banco de dados, atualizando o status do pedido para "Cancelado" na tabela `cart`.
Além disso, ele atualiza o total da venda na tabela `tblsales`, subtraindo o valor do pedido cancelado.
Em seguida, exibe uma mensagem informando que o registro foi cancelado com sucesso e fecha o formulário.
Método Label2_Click: Este método é acionado quando o usuário clica no `Label2`, que parece ser um botão de fechar.
Nomeclatura e funções principais
Nomenclatura: frmAuditTrail
Funcções Principais:
1. Método LinkLabel1_LinkClicked: Este método é acionado quando o link é clicado. Ele simplesmente fecha o formulário atual (`frmAuditTrail`).
Método LoadRecords: Este método é responsável por carregar os registros de auditoria entre as datas selecionadas nos controles
DateTimePicker (`dt1` e `dt2`). Ele limpa as linhas existentes no `MetroGrid1`, abre a conexão com o banco de dados e executa uma consulta SQL
para recuperar os registros de auditoria no intervalo de datas especificado. Os registros são adicionados ao `MetroGrid1` linha por linha. Finalmente,
o método atualiza o texto do rótulo `lblCount` para exibir o número de registros recuperados.
Método dt1_ValueChanged: Este método é acionado quando o valor do controle DateTimePicker `dt1` é alterado.
Ele chama o método `LoadRecords` para recarregar os registros com base nas novas datas selecionadas.
Método dt2_ValueChanged: Este método é acionado quando o valor do controle DateTimePicker `dt2` é alterado.
Ele também chama o método `LoadRecords` para recarregar os registros com base nas novas datas selecionadas.
Em resumo, este formulário permite ao usuário selecionar um intervalo de datas e exibir os registros de auditoria que ocorreram dentro desse intervalo.
Cada registro é exibido com informações como ID, usuário, resumo, data e hora.
Nomeclatura e funções principais
Nomenclatura: frmCancelOrderList
Funcções Principais:
1. Variáveis `sdate1` e `sdate2`: Essas variáveis são usadas para armazenar as datas selecionadas nos controles DateTimePicker `dt1` e `dt2`, respectivamente.
Método `LoadRecords`: Este método é responsável por carregar os registros de pedidos cancelados dentro do intervalo de datas especificado.
Ele limpa as linhas existentes no `MetroGrid1`, abre a conexão com o banco de dados e executa uma consulta SQL na exibição `vwcart`.
Esta exibição parece ser uma visualização que combina informações de várias tabelas relacionadas. Os resultados da consulta são então adicionados
ao `MetroGrid1` linha por linha, exibindo informações como número da transação, descrição do item, preço, quantidade, total, número da mesa, usuário e data.
Finalmente, o método fecha o leitor de dados e a conexão com o banco de dados.
Evento `PictureBox1_Click`: Este evento é acionado quando o usuário clica na imagem representando um botão de fechar.
Ele simplesmente fecha o formulário atual (`frmCancelOrderList`).
Eventos `dt1_ValueChanged` e `dt2_ValueChanged`: Esses eventos são acionados quando o valor dos controles DateTimePicker `dt1` e `dt2` é alterado,
respectivamente. Ambos os eventos chamam o método `LoadRecords` para recarregar os registros com base nas novas datas selecionadas.
Nomeclatura e funções principais
Nomenclatura: frmChangePassword
Funcções Principais:
1. Método `clear`: Este método é usado para limpar os campos de texto `txtNew` e `txtConfirmPass` quando chamado.
2. Evento `btnSave_Click`: Este evento é acionado quando o usuário clica no botão "Salvar". Ele executa a lógica para alterar a senha do usuário.
Primeiro, verifica se os campos `txtNew` e `txtConfirmPass` não estão vazios.
Em seguida, verifica se o texto em `txtNew` é igual ao texto em `txtConfirmPass`, ou seja, se a nova senha e a confirmação da nova senha correspondem.
Se as condições forem atendidas, uma caixa de mensagem é exibida perguntando se o usuário tem certeza de que deseja salvar as alterações.
Se o usuário confirmar, a senha no banco de dados é atualizada para a nova senha fornecida. Em seguida, uma mensagem de aviso é exibida informando que
a senha foi atualizada com sucesso e os campos de texto são limpos usando o método `clear`.
3. Evento `PictureBox1_Click`: Este evento é acionado quando o usuário clica na imagem representando um botão de fechar.
Nomeclatura e funções principais
Nomenclatura: frmDiscount
Funcções Principais:
1. Método `LoadRecords`: Este método é responsável por carregar os registros de desconto do banco de dados e exibi-los no `MetroGrid1`.
Evento `btnSave_Click`: Este evento é acionado quando o botão "Salvar" é clicado.
Ele insere um novo registro de desconto no banco de dados com a descrição e percentual fornecidos.
Antes de salvar, exibe uma caixa de mensagem para confirmar a operação. Após salvar, limpa os campos e recarrega os registros.
3. Método `Clear`: Este método limpa os campos `txtDiscription` e `txtPercent` e redefine os estados dos botões `btnSave` e `btnUpdate`.
Evento `MetroGrid1_CellContentClick`: Este evento é acionado quando há um clique em uma célula do `MetroGrid1`.
Se o clique for no botão de edição, preenche os campos de texto com os dados do desconto selecionado e
desabilita o campo `txtDiscription` e o botão `btnSave`. Se o clique for no botão de exclusão, exclui o registro de desconto correspondente do banco de dados.
Evento `btnUpdate_Click`: Este evento é acionado quando o botão "Atualizar" é clicado.
Ele atualiza o registro de desconto selecionado no banco de dados com o novo percentual fornecido.
Antes de atualizar, exibe uma caixa de mensagem para confirmar a operação. Após a atualização, recarrega os registros e limpa os campos.
Nomeclatura e funções principais
Nomenclatura: frmMain
Funcções Principais:
Método `frmMain_Resize`: Este método é acionado quando o formulário é redimensionado e ajusta o tamanho
e a posição do formulário de acordo com as dimensões da tela.
Métodos de clique dos botões (`btnProduct_Click`, `btnSales_Click`, `btnTable_Click`, etc.):
Esses métodos são acionados quando os botões no formulário principal são clicados.
Eles exibem diferentes formulários (como `frmProductList`, `frmSales`, `frmTable`, etc.) dentro de um painel (`Panel4`) no formulário principal.
Evento `Button5_Click`: Este evento é acionado quando o botão "Sair" é clicado. Ele fecha o formulário principal, registra a saída do usuário e
exibe novamente o formulário de login.
Outros eventos de clique de botão (`btnBestSelling_Click`, `btnSalesSummary_Click`, `btnAuditory_Click`, etc.):
Esses eventos são semelhantes aos métodos de clique dos botões mencionados acima, mas cada um exibe um formulário
diferente com suas respectivas funcionalidades.
5. Método `btnDiscount_Click`: Este método é acionado quando o botão "Desconto" é clicado e exibe o formulário `frmDiscount` para gerenciar descontos.
Método `btnUser_Click`: Este método é acionado quando o botão "Usuário" é clicado e exibe o formulário `frmUserRegistration`
para registrar novos usuários.
Método `Button1_Click`: Este método é acionado quando o botão "Caixa" é clicado e exibe o formulário `frmPos`
para gerenciar as transações de vendas.
Nomeclatura e funções principais
Nomenclatura: frmReport
Funcções Principais:
Declarações de variáveis: O formulário declara várias variáveis para manipular conexão com banco de dados (`con1`), comandos SQL (`cmd1`),
adaptador de dados (`adp1`) e uma tabela de dados (`dtb`).
Sub `viewdata`: Esta sub-rotina executa uma consulta SQL para recuperar os dados do carrinho de compras (`vwcart`)
para as vendas concluídas (`status` igual a "Completed") dentro de um determinado intervalo de datas. Os resultados são armazenados na tabela de dados (`dtb`).
Sub `loadRecords`: Esta sub-rotina carrega os registros para o relatório.
Ela cria uma nova instância do relatório Crystal Reports (`myrpt`) e define os dados usando a tabela de dados previamente preenchida (`dtb`).
Além disso, os parâmetros do relatório são definidos com base nas informações das vendas (`lblTotalSales`, `lblTotal`, `lblDiscount`, `lblInitialValue`) e
nos detalhes de contato do cliente (`txtNif`, `txtContact`). Por fim, o relatório é exibido no `CrystalReportViewer1`.
Evento `frmReport_Load`: Este evento é acionado quando o formulário `frmReport` é carregado.
Ele chama a sub-rotina `loadRecords` para carregar e exibir o relatório.
Nomeclatura e funções principais
Nomenclatura: frmSales
Funcções Principais:
Declaração de variáveis: O formulário declara variáveis para armazenar a data inicial e final (`sdate1` e `sdate2`),
bem como variáveis para o valor inicial, subtotal e desconto das vendas.
Sub `LoadRecords`: Esta sub-rotina carrega os registros de vendas dentro do intervalo de datas especificado. Ela limpa o `MetroGrid1`,
executa consultas SQL para recuperar as vendas da tabela `vwcart` com status "Completed" dentro do intervalo de datas, e preenche o grid com os resultados.
Além disso, ele calcula o total das vendas, o valor inicial, o subtotal e o desconto usando consultas SQL separadas.
Esses valores são exibidos nos rótulos correspondentes.
3. Evento `frmSales_Load`: Este evento é acionado quando o formulário `frmSales` é carregado. Ele inicializa as datas iniciais e finais com a data atual.
Eventos `dt1_ValueChanged` e `dt2_ValueChanged`: Esses eventos são acionados quando as datas iniciais ou finais são alteradas.
Eles chamam a sub-rotina `LoadRecords` para recarregar os registros de vendas com base nas novas datas.
Evento `PictureBox2_Click`: Este evento é acionado quando o usuário clica na imagem do ícone de relatório.
Ele abre o formulário `frmReport` para exibir um relatório das vendas dentro do intervalo de datas especificado.
Nomeclatura e funções principais
Nomenclatura: frmSalesSummary
Funcções Principais:
1. Sub `LoadYearSales`: Esta sub-rotina carrega o resumo das vendas por ano. Ele limpa o `MetroGrid1`, executa uma consulta SQL que calcula a soma
do subtotal de vendas agrupadas por ano e preenche o grid com os resultados.
2. Sub `LoadQuarterSales`: Esta sub-rotina carrega o resumo das vendas por trimestre. Da mesma forma que a sub-rotina anterior,
ela limpa o `MetroGrid2`, executa uma consulta SQL que calcula a soma do subtotal de vendas agrupadas por ano e trimestre e preenche o grid com os resultados.
3. Sub `LoadMonthSales`: Esta sub-rotina carrega o resumo das vendas por mês. Da mesma forma que as sub-rotinas anteriores,
ela limpa o `MetroGrid3`, executa uma consulta SQL que calcula a soma do subtotal de vendas agrupadas por ano e mês e preenche o grid com os resultados.
4. Evento `PictureBox1_Click`: Este evento é acionado quando o usuário clica na imagem do ícone de fechar.
Ele fecha o formulário `frmSalesSummary`.
5. Evento `frmSalesSummary_Load`: Este evento é acionado quando o formulário `frmSalesSummary` é carregado.
No momento, está vazio e não executa nenhuma ação.
ConclusĂŁo
As classes mencionadas representam diferentes funcionalidades e aspectos do sistema.
Elas são organizadas em camadas para garantir uma arquitetura bem estruturada e modular.
Através da separação de responsabilidades em diferentes classes e camadas, o sistema torna-se mais fácil de entender, dar manutenção e
escalar conforme necessário. Isso promove uma melhor organização do código, facilitando a colaboração entre desenvolvedores e garantindo uma
experiência consistente e confiável para os usuários finais.
|
oercommons
|
2025-03-18T00:36:36.534792
|
04/06/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114970/overview",
"title": "Revisão das Classes e Camadas Nomenclaturas e Funções Principais",
"author": "marcio macedo"
}
|
https://oercommons.org/courseware/lesson/73150/overview
|
Education Standards
"Why Teen Are Impulsive"
Overview
First, students will read and analyze NPR's interview with Dr. Frances Jensen, "Why Teens are Impulsive, Addition-Prone And Should Protect Their Brains."
Students will then compare and contrast this reading with the article they previously read, "Teenage Brain." Students applied the ideas conveyed in "Teenage Brain" to Romeo and Juliet's rash actions in Shakespeare's play, Romeo and Juliet.
Lastly, students will practice using context clues to decipher word meaning and consult a dictionary to verify the accuracy.
In this assignment, students will read and analyze NPR's interview with Dr. Frances Jensen "Why Teens are Impulsive, Addition-Prone And Should Protect Their Brains." They will then compare and contrast this reading with the article they previously read "Teenage Brain."
|
oercommons
|
2025-03-18T00:36:36.555899
|
10/04/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73150/overview",
"title": "\"Why Teen Are Impulsive\"",
"author": "Melissa Daley"
}
|
https://oercommons.org/courseware/lesson/115485/overview
|
Adding Negative Numbers
Overview
This mini-lesson can be used as a reteach to small groups who may need a refresher.
What are Negative Numbers?
A negative number is any number that is less than zero.
For instance, -7 is a number that is seven less than 0.
***You can watch the video below to learn more about negative numbers.***
Video provided by:
Examples
Using Integer Chips
Your Turn
Answers
How well did you do?
|
oercommons
|
2025-03-18T00:36:36.570886
|
04/23/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115485/overview",
"title": "Adding Negative Numbers",
"author": "Bathsheba Bradley"
}
|
https://oercommons.org/courseware/lesson/69481/overview
|
Education Standards
Structure and Function - Grade 4
Overview
Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC
Lesson - Turning a New Leaf
Student Science Performance
Phenomenon: Leaves are darker green on one side and lighter green on the other side.
Gather:
Students explore by going outside to collect two leaves from 3-5 plants (naturally growing, not potted) carefully observing the leaves to find patterns across the various leaves.
Students develop a question to obtain information for the cause of differences in the leaf color phenomenon.
Students obtain information by reading the article(s) and discussing how the information from the article(s) can be used as evidence to use to answer questions about patterns in the leaf color phenomenon. (reading in Appendix B-2)
(Teaching Suggestions: Safety: Address which plants (and areas) students need to avoid. Students should work in pairs for the collections of the leaves and for the observation period to support science talk. As students provide evidence of patterns, accept various answers. If it does not emerge from the students’ initial observations, use strategies such as flipping one leaf over and keeping one leaf right-side up. Use sufficient time to get many observations and write them on the board during the discussion. A magnifying glass may be helpful for some observation but sometimes does not help with observations of the leaf color. Some useful resources → Leaf website)
Reason:
4. Students use models to make sense of how the structure of the leaf function to meet the needs of the plant.
5. Students construct an explanation that plants have internal and external structures that function to support survival and growth.
Class Discussion:
- How does the structure of the leaf help to support the plants’ survival and growth?
- How do leaves vary in various areas in Hawai‘i?
- How does the plant make food?
- How does the structure of a leaf enable it to function?
- How do leaves help support the plant’s life?
- How does shade affect the green color?
- How does the size of the leaf give the plant help it survive?
(Teaching Suggestions: Focus conversation on structure and function and leaf color differences.)
Communicate Reasoning:
6. Students develop an argument for how the evidence they gathered support the explanation that plants have internal and external structures that function to support survival and growth.
(Teaching Suggestions: Focus on the plants, but make reference to animals structure and function relationships)
Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Lance Nishimura, Debra Hall, and Davina Perkins
|
oercommons
|
2025-03-18T00:36:36.592237
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69481/overview",
"title": "Structure and Function - Grade 4",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/64452/overview
|
Grade 9-12 Social Science Learning Resources
Overview
Resources for grade 9-12 Social Science
Civics & Government
Center for Civics Education: The Center’s lesson plans include We the People: The Citizen and the Constitution; Project Citizen; the School Violence Prevention Demonstration Program; Representative Democracy in America; Citizens, Not Spectators; and Foundations of Democracy.
Library of Congress: The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching.
Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources.
Teaching Civics: Lessons for civics, government, and law-related education in elementary, middle, and high school classrooms. Includes simulations, discussions, mock trials, case studies and other research based materials.
Photo by Dan Meyers on Unsplash
Economics & Financial Literacy
EconED: Econ Ed Link provides classroom-tested, Internet-based economic and personal finance lesson materials for K-12 teachers and their students.
Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources.
Geography
National Geographic: This site provides curated collections of activities that have been developed for educators, parents, and caregivers to implement with K–12 learners anywhere, anytime.
Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources.
History
PBS Learning Media U.S. History and World History: These sites provides U.S. and world histories is broken down by time periods using an interactive maps and interactive lessons.
Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources.
Stanford History Education Group: The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills.
Teaching Tolerance: These classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills.
|
oercommons
|
2025-03-18T00:36:36.608683
|
Social Science
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64452/overview",
"title": "Grade 9-12 Social Science Learning Resources",
"author": "Physical Geography"
}
|
https://oercommons.org/courseware/lesson/92189/overview
|
This OER provides an overview of Canva. Canva is an online design and publishing tool with a mission to empower everyone to design anything, anywhere.
Key Features
Canva is an online design and publishing tool.
Canva's mission is to empower everyone in the world to design anything and publish anywhere.
Canva provides free, professionally designed templates which can be customized to best meet your needs.
Some of the template categories include posters, presentations, flyers, cards, infographics, business cards, Instagram posts, resumes, invitations, menus, letterheads, newsletters, photo collages, and bookmarks.
Step-by-Step Guide
Here are a few simple steps to help you get started on your Canva journey of creativity!
1. Create your Canva account
Signing up for Canva and using their basic features is free! To unlock additional design features, you may want to consider signing up for Canva Pro.
2. Locate Your design’s new home
The Canva homepage is where all of your designs will be saved. You can access your designs any time. To visit your home page go to www.canva.com.
3. Start a new design
To create a new design, click on the icon of a design type such as 'social media', 'presentation' or ‘poster'. If you don’t see the design type you're looking for, click on the ‘more’ button and you'll see an array of other design types that you can select.
Templates:
Features:
4. Develop the design and choose the layout
You will see different ‘layouts’ that have been specifically designed. Choose a layout from the options provided or start your design from scratch. There are filters to help you pinpoint a layout.
5. Edit your design
You can easily edit any aspect of your design, inclusing the layout, fonts, colors, and images. For example, to edit the title of a newsletter, click on the text to edit the words. There are many font options and color options. You can also edit the colors within the template, by clicking on the ‘template’ tab, or the colored box on the top left, and choose a different color.
6. Upload and personalize your design
You can upload your own images, videos, audio files, graphics, stickers, charts, logos, and embed media within your design using the tabs on the left side of the screen.
7. Utilize the search tool
You can also search for images, videos, audio files, graphics, stickers, and logos inside Canva’s library. For example, using Canva's library to search for a picture of a ‘plant’ will return a collection of plant themed images, video clips, and stickers that you can include in your design.
8. Use filters (optional)
Once you have an image in your design, you can easily apply filters. Simply click on ‘edit image’ and various filters will appear.
9. Share your design
Select the ‘Share’ button to send the access link to others, download the design, print the design, present and record the design, or upload it to social media. You can easily download your design as a JPG, PNG or PDF.
Educational Uses
Canva fosters creativity, collaboration, and visual communication which are all critical skills for students to learn!
How Does Canva Work for Educational Purposes?
Canva for Education is the learning-based extension of Canva, where interactive, immersive teaching and learning can take place virtually.
Canva for Education is a design tool, which allows students to create visually stunning designs for any topic or age level.
Educators think of Canva as their own virtual classrooms. Using Canva for Education, teachers and students can discuss their designs, clarify tasks, provide feedback, collaborate on projects, submit designs, and share them on social media.
Top-Rated Canva Templates to Use with Students:
Presentations - Students can create presentations on an array of topics
Infographics - Students can visually display information and facts learned
Student video - Students can develop an introductory video or build a video to present to peers
Group work activities - Group activites foster project-based learning with these templates
There are several ways you can share assignments with students through Canva. You can create activities in Canva and share them to your Google Classroom or Microsoft Teams as an assignment.
Additionally, Canva is compatible with Mac, Windows, Android, and IOS. Students can access Canva on various devices.
Is Canva Implemented in Educational Settings?
Yes, Canva is used in classrooms around the world. For example, Ms. Felder, a teacher in Lloyd Harbor School District uses Canva in her third grade classroom.
Her students create a design which exemplifies climate change. Canva allows students to explore their understandings further by engaging in design activities that enhance creativity and visual thinking with serious topics like climate change.
Ms. Felder gives students template options such as developing a poster, an infographic, a website, or a presentation.
Canva Infographic Samples:
Future Uses and Implications of this Technology:
K-12 Setting
Practice design thinking -
Instead of teaching students to solve problems with existing solutions, let them experiment and innovate in order to stumble upon something better. The goal is to come up with more human-centered, collaborative, and optimistic ways to create social change—or at least to start thinking that way. Students can transform the world when you approach it with the goal of imagining and creating solutions!
Integration -
Canva seamlessly integrates with popular Learning Management Systems such as Canvas, Schoology, and Google Classroom.
Higher Education Setting
Developing infographics -
Design thinking provides students with a creative outlet where they can tie in their learning. Infographics are a great way to show this level of thinking.
Create learning portfolios -
Students can use Canva to design and create their own learning portfolios to better visualize and record their experiences and learning.
Corporate Setting
Accessing the Canva Pro account -
This allows organizations to manage their branding and customize their own fonts, color palettes, logos, graphics, icons, and images. Another tool that is helpful is Canva Folders. Canva Folders keeps designs organized and is particularly useful for designs utilized on a regular basis, such as logos, brand templates, and letterheads. These folders can be shared among team members.
Benefits and Recommendations
Benefits of Using Canva:
Anyone can be a designer using Canva
It is user friendly
Canva offers a variety of templates and tools that can be altered and customized
You can create various types of designs. Canva allows you to develop every aspect of your creative work
It will allow you to import photos, videos, and other forms of media
Your projects remain saved on Canva, allowing you to go back to them and edit them whenever you want
Canva has cross-browser compatibility
The designing process is streamlined
The learning curve is minimal
Canva allows connecting your social media accounts
It allows for team collaboration
What Are Some Challenges Associated with Using Canva?
"The Canva Style"
Photo and templates may appear generic to some users. Therefore, creating a distinctive design could be a challenge.
The export settings are limited
Users are not able to export designs to files such as PowerPoint.
Alignment concerns
Canva may not be targeted for experienced designers. Regarding software such as Photoshop, Illustrator, and InDesign, there is more control with the alignment elements. Canva is not as controllable in terms of design elements.
Recommendations:
Explore all that Canva has to offer:
Brainstorm the purpose of your project. Canva believes that design is about solving problems. By streamlining what you want your design to achieve, it will be easier to stay on point with your design later in the design process.
Learn the design basics:
If you are new to design, the tools Canva provides makes it user friendly and simple to use. If you would like to achieve your design goals utilizing in-depth articles and resources, then access the Canva Learn blog. Canva's Learn blog has an abundance of professionals sharing their advice as well as tips and tricks of design.
Get the whole team involved:
Canva supports collaboration in every aspect. Collaborating within Canva is as easy as possible and allows for peers and team/group members to showcase unique perspectives and provide feedback.
OER Viewpoint
Open Educational Resources (OERs):
OERs are materials for teaching and learning that are in the public domain or have been released under a license that allows them to be freely used, changed, or shared with others.
OERs has been shown to positively impact student learning while diminishing barriers of affordability and accessibility. I think they also expand access to learning because students are able to access OERS at anytime, anywhere. OERs are easily distributed with little or no cost.
Universities and colleges are able to use OERs in various ways. For example, OERs can supplement textbooks and lectures where deficiencies in information are evident. Presenting information in multiple formats may help students to more easily learn the material being taught.
An obstacle to utilizing OERs is that anyone can create and distribute an open resource.
|
oercommons
|
2025-03-18T00:36:36.659767
|
Jessica Del Monaco
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92189/overview",
"title": "Canva",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/82818/overview
|
Making Learning Fun and Feedback Useful Facilitator Guide (pdf)
Making Learning Fun and Feedback Useful Slide Deck (link)
Making Learning Fun & Feedback Useful Slide Deck (ppt)
Making Learning Fun and Feedback Useful Synchronous Training
Overview
Making Learning Fun and Feedback Useful is an interactive synchronous training for teachers. It provides helpful ways to keep students engaged in digital learning and gives educators ways to offer relevant feedback.
This is a facilitator guide for Making Learning Fun and Feedback Useful synchronous training.
Slide Number | Information |
Slide 1-Prior to attending session | Assignment prior to attending session - send out to participants with Zoom link and registration confirmation: create a Flipgrid entry introducing yourself and sharing your initial thoughts on why you decided to participate in this training Facilitators-if you don’t already have a Pear Deck account, you will need to sign up for one to access the interactive slides. Once you have an account or run the Pear Deck add-on, you will access this presentation through Pear Deck. It will create a session join code for students to use; slide 7 has more information. |
Slide 2-Create your Flipgrid account and delete this slide | When you create the Flipgrid, the presenter should create their own video to model what you would like for participants and start off the participation. |
Slide 3-Flipgrid Introductions | Display in initial minutes of session so participants can do this as they log in; prior to the class participants have created a Flipgrid entry introducing themselves and sharing initial thoughts on why they decided to participate in this training |
Slide 4-Learning Targets Success Criteria | Review to begin session |
Slides 5-Welcome | Introduce presenters, give a timeline for the session. Add a photo or Bitmoji of yourself to personalize this slide. |
Slide 6-Rationale | Share and continue |
Slide 7-Pear Deck | Add in code for Pear Deck to slide. Once the slide deck is open click the “add on” button and click Pear Deck (you may have to add it to your options by clicking get add ons and searching for Pear Deck). Once you have Pear Deck activated click the start lesson button and a code to join will be on the screen for participants. You can also get a link to put in the chat to make joining easier. |
Slide 8-PearDeck Stress Check | Stress Check 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 9-Benefits of Pear Deck |
|
Slide 10-"Never Have I Ever" | Click on hyperlink to launch the Never Have I Ever game. https://drive.google.com/file/d/16Kcd6pX5pqVvWZ6LUMsXpPaXMhHOPUUE/view?usp=sharing |
Slide 11-Pear Deck | Approaching a Problem Exploring different approaches to a problem is an important creative thinking skill. Add your own question to this slide to have students ponder how to approach it. This is particularly good for open-ended problems. For example, asking, “How might we show parents what we learned this year?” will let students share creative ideas for end-of-the-year projects. 🍐 This is a Pear Deck Text Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 14-Pear Deck Summary | Summarize Have students write a quick, 1-2 sentence summary of the information they’ve just learned. 🍐 This is a Pear Deck Text Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 15-Engagement impacts student growth | Other examples of practices and their effect size for comparison or more info: |
Slide 16-Meaningful Feedback Myths | Group discussion on common myths related to feedback. Question: If these beliefs are false, what do we know to be true about meaningful feedback? |
Slide 17-Meaningful Feedback | Share. This info will be discussed in the next slide. |
Slide 18-Pear Deck-Agree/Disagree | Following this activity, DISCUSS: what are ways participants are giving personalized feedback to students? How do you see learning or engagement change? Agree or Disagree Use this template to do a quick check of students’ opinions during your lesson. 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 19-Discussion | Discuss |
Slide 20-Providing Meaningful Feedback | Links embedded with videos showing how to use each |
Slide 21-Pear Deck Make connections | Make Connections Making connections between different concepts is an important thinking skill. Before presenting, fill in the yellow and blue circles with two concepts you are learning about in today’s lesson (or maybe one concept from today and one concept from last week). Ask students to think about what connects the two concepts in the box. Show their responses anonymously on the projector to discuss. 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 22-Feedback Cycle | Review slide. Ask for participant thoughts. “Next we will be playing a game of Kahoot together. Kahoot can be used as an engaging instructional tool and to assess and provide feedback to learners.” |
Slide 23-Kahoot Game | Tell participants to click the words Kahoot Time and wait for you to give them the game code. You can find this Kahoot.com under the name CSTP Engagement and Feedback. During the Kahoot game, discuss each of the different kinds of questions and talk about how they can be used across curriculum areas. Also as you are talking, discuss how teachers can actually teach through the game by discussing correct and incorrect answers. |
Slide 24-Kahoot Benefits | Review benefits of Kahoot |
Slide 25-Engagement methods | Pose question to the group-they can answer in the chat or call out. |
Slide 26-Engagement strategies | List the engagement strategies used today. |
Slide 27-Pear Deck Temperature Check | Temperature Check Get a sense for how well your lesson resonated with your students, or how engaged they were. 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar |
Slide 28-Pear Deck Real-Life Relevance | Real-Life Relevance Use this template to help students connect the lesson to their own life. Does something from class relate to something they learned in another class? Was something interesting or surprising? Will it be useful to them? Did they learn anything that someone else they know would be interested to hear about? Helping students make those connections will help them retain the information because it becomes more relevant to their lives. 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. |
Slide 29-Links and Resources | Resources for those who would like to know more! Drop links into the chat. 25 Remote Teaching Tips to Engage Students in Distance Learning Article Link |
Slide 30-Reviewing goals for this session | Review objectives |
|
oercommons
|
2025-03-18T00:36:36.698203
|
Stephanie Prosser
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82818/overview",
"title": "Making Learning Fun and Feedback Useful Synchronous Training",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/62481/overview
|
Are kids responsible for stepping in to prevent bullying?
Overview
Should kids act to stop bullying, or should they leave it up to adults?
Are kids responsible for stepping in to prevent bullying?
Kendra started at a new school in the seventh grade when, during her first week, a group of girls started teasing her. Soon after, more kids joined in and now she gets called names every day. People push her in the hallways. They steal her backpack and throw it in the trash. Kendra wants help, but she is mortified to tell her parents or her teachers because she feels that she is to blame for everything that is happening.
Bullying is a significant problem in schools today. Anyone, boys or girls, can be bullies or victims. Bullying can take many forms. Punching, teasing, and spreading hearsay all constitute bullying. About half of all kids say they have been bullied at some point during their time in school. Many kids who have experienced bullying have low self-esteem. Consequently, some try to avoid school, and some even think about killing themselves.
It is important for schools to promote equity and respect among all students. No one should be treated like they are less than anyone else. Therefore, many people believe that schools should be required to pass rules to legislate an end to bullying.
However, even though all schools have rules against bullying, these rules are generally ineffective and do not resolve the problem. Perhaps peer intervention constitutes the only resolution to bullying. Should kids step up when they see bullying incidents? Some researchers state that the onlookers who observe but do nothing about bullying incidents are as culpable as the bullies.
Many bystanders are afraid to intercede, fearing they themselves will be targeted by bullies. Furthermore, many kids just don’t know what to do and believe it is easier to just walk away. So rather than amending the rules about bullying, maybe schools should teach kids what actions they can take when they see a bullying occurrence.
Is it fair to blame bystanders for not intervening to resolve the bullying incident? Should kids put themselves in danger to protect their classmates?
Credits:
Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Image credit: Wikimedia Commons, By Michel Rathwell from Cornwall, Canada - Intimidation Sculpture, CC BY 2.0.
|
oercommons
|
2025-03-18T00:36:36.714412
|
02/12/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/62481/overview",
"title": "Are kids responsible for stepping in to prevent bullying?",
"author": "Kristin Robinson"
}
|
https://oercommons.org/courseware/lesson/78478/overview
|
Changes in Temperature and Elevation
Overview
This lesson is designed for students to begin practicing adding integers in real world context. Students also create number line diagrams to support their thinking when adding integers.
Brian-Based Lesson
Jennifer Grubbs
Lesson Objectives:Learners will be able to:
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| Grade: 7thTime frame: 60 -90 minutes (1 day - 1 ½ days) | Lesson Title: Changes in Temperature and Elevation | ||
| Brain-based Strategies Used in the Lesson: *Brain breaks*Color-coding*Teach in small chunks | Formative or Summative Assessments: Exit Ticket: Slide 10
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| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?Due to the nature of this school year, I have spiraled back to the 6th grade curriculum to re-introduce and re-explain the following topics: opposites, absolute value, ordering and comparing rational numbers. Typically this lesson would be two separate lessons, lessons 2 and 3, but due to the incorporation of 6th grade lessons, they are now combined to be the 4h lesson of Unit 5 in 7th grade. | |||
Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.
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| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.6.NS.C: Apply and extend previous understandings to the system of rational numbers7.NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtractive rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.A.1.a: Describe situations in which opposite quantities combine to make 0. | |||
Technology used:
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| Time | Materials | Lesson Procedures(Include the materials & technology.) | |
| 1 min | Slide 1 of Desmos, Compute | Review of learning goals for the lesson | |
| 5Mins | Slide 2 of Desmos | Warm-Up:Which set of arrows do not belong? Explain you choice.Give students about 2 ½ minutes to select which arrows do not belong and explain why. Teacher has options where they can snapshot select students’ work to share with the class or they can as the students to share their opinions about which set does not belong. It is extremely imperative to explain to the students that there is not a correct answer. | |
| 10 -15mins. | Slide 3 of Desmos | Introduce using number lines to add positive and negative numbers. Complete the first table together along with the number lines. Students will be introduced to using two arrows and a dot in their representation of addition on the number line, particularly focusing on the lengths of the arrows. Allow students to work on the second chart on their own, asking questions for about 5 minutes. Then as a group review the answers and have the students explain how to graph the addition equation on the number line. Focus on using the colors of blue and black to help with retention of the models, especially for the arrows. To improve memory use a red dot for the solution. | |
| 5 mins | Hidden Meanings | Brain break: Students will attempt to figure out the saying, TV show, etc from pictures and/or words. | |
| 10-12Mins | Desmos Slides 5 and 6 | Give students 7 minutes to work on their own. During this time, they can ask questions about things they do not understand. Students get instantaneous feedback on this slide, meaning the coding will let them know if they got their answers right. Take 3-5 minutes to ask for any questions or anything that students need clarified. | |
| 5 min | Slides 3, 5, and 6 of Desmos- Wrap up |
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| 5 | Sit/Stand | Brain Break- Students will answer some quick rapid fire questions by either sitting or standing to show their choice. Some may include using other motions to represent their choice if given more than 2 choices. | |
| 2 Mins. | Feedback: (How will the students provide feedback?) Group activity? Instructor feedback?Students will complete a quick Google Form evaluating how they felt about the lesson and their comfort level with the skill(s) taught in class. Instructor(s) can give feedback at any time during the lesson on any slide, except slide 4 and slide 7. Students will need to be reminded to check for the green box at the top of the slide to indicate that the instructor has provided feedback. | ||
| Homework or in-class assignment | Assessment(s): (assignments and/or activities)
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Remember to include all the materials necessary to teach the lesson. You can add them by pasting them below or providing links to them.
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oercommons
|
2025-03-18T00:36:36.738443
|
Jennifer Grubbs
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78478/overview",
"title": "Changes in Temperature and Elevation",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/78460/overview
|
Educational Psychologist - Educational Psychology in the Open Science Era
Overview
Special Issue of Educational Psychologist - Educational Psychology in the Open Science Era
Recently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly.
Educational Psychologist - Educational Psychology in the Open Science Era
From old school to open science: The implications of new research norms for educational psychology and beyond
Hunter Gehlbach and Carly D. Robinson
Preprint Link: https://edarxiv.org/za7p5
EP Link: https://doi.org/10.1080/00461520.2021.1898961
Replication is important for educational psychology: Recent developments and key issues
Jonathan A. Plucker and Matthew C. Makel
Preprint Link: https://edarxiv.org/s3wye
EP Link: https://doi.org/10.1080/00461520.2021.1895796
Preregistration and registered reports
Justin Reich
Preprint Link: https://edarxiv.org/wrvt2
EP Link: https://doi.org/10.1080/00461520.2021.1900851
Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research
Jesse I. Fleming, Sarah E. Wilson, Sara A. Hart, William J. Therrien and Bryan G. Cook
Preprint Link: https://edarxiv.org/qyxgs
EP Link: https://doi.org/10.1080/00461520.2021.1897593
Improving norms in research culture to incentivize transparency and rigor
David Mellor
Preprint Link: https://edarxiv.org/thny5
EP Link: https://doi.org/10.1080/00461520.2021.1902329
Strengthening the foundation of educational psychology by integrating construct validation into open science reform
Jessica Kay Flake
Preprint Link: https://psyarxiv.com/vqjb8
EP Link: https://doi.org/10.1080/00461520.2021.1898962
Implications of the open science era for educational psychology research syntheses
Erika A. Patall
Preprint Link: https://edarxiv.org/2kzav
EP Link: https://doi.org/10.1080/00461520.2021.1897009
Open science reforms: Strengths, challenges, and future directions
Kathryn R. Wentzel
Preprint Link: https://edarxiv.org/sgfy8
EP Link: https://doi.org/10.1080/00461520.2021.1901709
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oercommons
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2025-03-18T00:36:36.759838
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03/22/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78460/overview",
"title": "Educational Psychologist - Educational Psychology in the Open Science Era",
"author": "OSKB Admin"
}
|
https://oercommons.org/courseware/lesson/73303/overview
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Climate Action
Overview
Collaborative and sharing work between students from Portugal and Romania, in the context of environmental concerns. Bridge 21 Model.
Climate Action
Collaborative and sharing work between students from Portugal and Romania, in the context of environmental concerns. Bridge 21 model.
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oercommons
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2025-03-18T00:36:36.777271
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Carlos Carvalho
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73303/overview",
"title": "Climate Action",
"author": "Elsa Ferreira"
}
|
https://oercommons.org/courseware/lesson/102142/overview
|
Caldecott Medal Lesson Plan
Overview
Students in 1st and 2nd grade will learn about the Caldecott Medal and be introduced to winners of this award. Students will be able to tell that the Caldecott Medal is an important award for picture books and is awarded to the book with the best pictures each year.
Lesson Plan
Caldecott Medal - Lesson Plan
Purpose: Students in 1st and 2nd grade will learn about the Caldecott Medal and be introduced to winners of this award.
Objective: Students will be able to tell that the Caldecott Medal is an important award for picture books and is awarded to the book with the best pictures each year.
Standards:
- Reading: Literary Text - Standard 6: Summarize key details and ideas to support analysis of thematic development.
- 1st Grade: 6.1 Describe the relationship between the illustrations and the characters, setting, or events.
- 2nd Grade: 6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot.
Materials:
- Examples of Caldecott Medal Award winners (http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottwinners/caldecottmedal)
- 2016: Finding Winnie: The True Story of the World’s Most Famous Bear, illustrated by Sophie Blackall, written by Lindsay Mattick (Little, Brown/Hachette)
- 2008: The Invention of Hugo Cabret by Brian Selznick (Scholastic Press, an imprint of Scholastic)
- 2001: So You Want to Be President?, illustrated by David Small, written by Judith St. George (Philomel Books)
- 1996: Officer Buckle and Gloria by Peggy Rathmann (Putnam)
- 1988: Owl Moon, illustrated by John Schoenherr; text: Jane Yolen (Philomel)
- 1986: The Polar Express by Chris Van Allsburg (Houghton)
- 1978: Noah's Ark by Peter Spier (Doubleday)
- 1964: Where the Wild Things Are by Maurice Sendak (Harper)
- 1963: The Snowy Day by Ezra Jack Keats (Viking)
- 1954: Madeline's Rescue by Ludwig Bemelmans (Viking)
- Examples of Caldecott Honor books
- No, David! By David Shannon
- Last Stop on Market Street, illustrated by Christian Robinson, written by Matt de la Peña (G.P. Putnam’s Sons/Penguin)
- Knuffle Bunny Too: A Case of Mistaken Identity by Mo Willems (Hyperion)
- Don't Let the Pigeon Drive the Bus by Mo Willems. (Hyperion)
- Internet and Smartboard
- Google Doc: Caldecott Medal Assignment
- Google Slides: Caldecott Medal Slides
- Google Form: The Caldecott Medal
Assignment
Caldecott Medal Assignment
Overview: “The Caldecott Medal was named in honor of nineteenth-century English illustrator Randolph Caldecott. It is awarded annually by the Association for Library Service to Children, a division of the American Library Association, to the artist of the most distinguished American picture book for children.”
- http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottmedal
Assignment: Read (or have a parent or adult read aloud) a Caldecott Medal Winner or Caldecott Honor Book. Complete the questions below (by yourself or with an adult).
List of Books:
Questions:
- Title of Book:
- Author:
- What I liked about the book:
- My favorite character is:
- The setting is:
- Something that happened that I think was neat or exciting:
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oercommons
|
2025-03-18T00:36:36.798816
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Jessica Mussetter
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102142/overview",
"title": "Caldecott Medal Lesson Plan",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/120229/overview
|
1b. WA Student Climate Assembly, Appendix
Washington State Climate Assembly, Appendix
Overview
The appendix includes several sections designed to deepen understanding and engagement with climate-related topics. Appendix A: Climate Assemblies provides guidance and resources for organizing and facilitating community discussions around climate solutions. Appendix B: Climate Change - Digging Deeper offers a comprehensive exploration of the science behind climate change, its causes, and impacts. Appendix C: Climate Justice examines the intersection of climate change and social equity, highlighting its disproportionate effects on marginalized communities. Appendix D: Tribes, Sovereignty, and Climate Change focuses on the role of Indigenous communities in climate resilience, emphasizing sovereignty and stewardship. Appendix E: Climate Emotions addresses the emotional impact of climate change, offering strategies to navigate feelings like eco-anxiety and grief. Appendix F: Extension and Enrichment Learning Opportunities presents additional activities and projects to expand learning beyond core lessons. Finally, Appendix G: Glossary defines key terms to support clear communication and comprehension of climate concepts.
Appendix
Appendix A: Climate Assemblies
Appendix B: Climate Change - Digging Deeper
Appendix C: Climate Justice
Appendix D: Tribes, Sovereignty and Climate Change
Appendix E: Climate Emotions
Appendix F: Extension and Enrichment Learning Opportunities
Appendix G: Glossary
Appendix A: Climate Assemblies
Climate Assemblies in Washington State
Picking up on where we left off in Section I of this curriculum, The WA Climate Assembly (WACA) consisted of three distinct phases. Each is described in detail below.
Phase 1: Learning Sessions
Phase 1 of WACA began with members participating in seven three-hour learning sessions. Each session was led by a top climate scientist, a prominent climate action advocate, or a climate change professional from Washington state. The list of presenters included university professors, state health officials, county planners, youth activists, business leaders, and tribal members.
The learning sessions focused on several key areas:
- Transportation
- Buildings
- Energy
- Agriculture
- Climate justice
- Climate anxiety and natural solutions
These topics gave assembly members a comprehensive overview of the climate challenges facing the state as well as potential solutions. Learning sessions provided the background knowledge assembly members needed to have informed conversations about climate policy, regardless of their previous experience or even belief in human-caused climate change.
Topics covered in the learning sessions included:
- An introduction to climate change, and its broad implications and considerations
- The social considerations of climate change, such as health and education
- Climate impacts on Washington’s environment, including wildlife, wildfires, agriculture, and habitats, and environmental solutions for climate mitigation
- The economic considerations around topics such as sustainable economies or carbon pricing
- The technical considerations to understand problems and opportunities in energy, buildings, and transportation
- Political considerations around opportunities for action in the state legislature
In the final learning session, assembly members could choose to hear presentations on local climate action, tribal climate action, and additional technical considerations of climate change, before bringing everything they learned to their deliberations about climate actions.
Phase 2: Deliberations
Participants moved into small groups with facilitated discussions to deliberate on potential policy solutions to climate change. There were eight categories of possible solutions to discuss:
- Transportation
- Buildings
- Energy
- Natural solutions
- Circular economies
- Social policies
- Education and communication
- Governance
Deliberations were guided by the five components of a framework of analysis called STEEP (an acronym for sociocultural, technology, environment, economics, and policy). Due to the focus of the assembly’s scoping question, the extent to which each potential solution was just and equitable was discussed at length.
Phase 3: Voting
After deliberations ended, members voted on each solution. This resulted in a list of 148 wide-ranging recommendations, covering everything from incentivizing the placement of EV chargers in local and tribal communities to introducing carbon pricing and reinvesting the revenue into reducing transportation emissions.
Throughout the process, participants described a sense of wonder in learning about the actions being taken to reduce the effects of climate change.
“I think I’m most proud of the fact that 80 people could come together to [reach] a consensus, and there was very little, if any, conflict.” —WA Climate Assembly member
WACA’s Influence on Climate Legislation
The assembly's final recommendations were presented to the Washington State Legislature, highlighting the community’s priorities and the compromises they were willing to make. Washington state passed some ambitious climate policies during the 2021 legislative session, but it’s been challenging to track the influence of the climate assembly’s recommendations in the legislative process. Legislators were busy in session as WACA concluded, so the assembly’s timing was out of sync with the typical cycle for policy development. Nevertheless, more than a dozen of the climate assembly’s policy recommendations were reflected in the legislation considered during the 2021 legislative session.
This initiative not only informed state climate policy but also demonstrated the value of involving citizens in complex policy discussions. These discussions allowed the participants to have a more active role in shaping policy at the local level. WACA also sparked initiatives in Washington state to encourage state agencies to use assembly-type models to better engage their communities and to use the climate assembly model as an educational tool in schools.
“It’s more interesting to me now to read about what Biden is doing and what bills he’s signing … knowing more about what our state can do and its limitations, I have more discussions about it at the grassroots level.” —WA Climate Assembly member
Over the last three years, climate assemblies have flourished across the world as governments and nonprofit organizations realize that galvanizing our communities is vital to tackling climate change.
For a thorough description and results of WACA, see the Washington Climate Assembly Final Report.
History of Climate Assemblies
The concept of a citizen assembly is not unique to climate; it is at the heart of democratic societies throughout the world. Citizens assemblies are a form of deliberative democracy with roots in ancient Athenian democratic processes and various Indigenous decision-making practices. Greek democracy was centered on the idea of the polis as a decision-making body, bringing together all Greek citizens to deliberate on pertinent matters. In the United States, examples include the town meetings of early democratic governance in the New England region (many of which continue today) and the abolitionist meeting halls where citizens of free states debated how to move the cause of freedom forward.
The twentieth century saw the rise of the national citizen assembly, where people throughout one nation gathered to debate and propose new paths forward for their nation and to address divisive issues.
Government officials and citizen experts in Denmark organized consensus conferences in the 1970s and 1980s on topics related to biotechnology and environmental engineering. These participatory consensus conferences became known as “the Danish model” and/or “citizens’ panel,” and they became a recognized way to deliberate on policy issues with high technical content using a combination of lay citizens and experts.
Citizens' assemblies are not well known in the United States; however, the use of deliberative democracy in public forums was invented in the US. The Jefferson Center began to design and regularly operate citizens' juries in 1971. Citizens’ Initiative Review processes are regularly utilized to fairly and thoroughly evaluate ballot measures to provide voters with information in voter pamphlets that they can trust. Deliberative polling techniques have been used to understand what conclusions the public might reach about a topic if they had the opportunity to become fully informed and engaged.
Learning the lessons of these earlier assemblies, climate assemblies have sought a more expansive role – climate change impacts everyone, and it impacts those on the margins of society more acutely. The earliest climate assemblies occurred in the 2010s, which included the 2016 national Citizens' Assembly in Ireland, which was tasked with deliberating on abortion restrictions, equal marriage laws, and climate change, which are some of the most divisive topics in the deeply Catholic country.
Politicians are often torn between the short-term interests of their constituents and the long-term interests of society. In her article. “I don't want to be seen as a zealot: What MPs really think about the climate crisis,” deliberative democracy expert Rebecca Willis, PhD, notes, “This is the dual reality of climate politics. We know that things need to change, and yet we’re embedded in our current lives and our current politics...Politicians make grand statements about the threat of climate change, then flip straight back into politics-as-usual. They find it hard to imagine, and to get others to imagine, how we might talk about and bring into being a politics with climate at its heart. It’s easier to look away.”
A citizens' assembly process, if carried out correctly, can break through the standoff of opposing interests. Mirroring the origins of the democratic process from ancient Greece, the assembly participants are chosen by lot, and serve only once. The makeup of an assembly should reflect the population of the larger public, effectively creating a mini version of the state, country, or city from which it is convened. The random selection process ensures a representative population.
Accessibility of the process to any individual chosen through the sortition process is crucial to achieving a representative body. Accommodation is made for special needs, and participants are paid as if serving on a jury, thus ensuring that those of lower economic status can participate without financial hardship. During normal times, the costs of an assembly include substantial stipends for panelists; transportation reimbursements; child and eldercare reimbursements; lodging, as needed; good food; materials in large print and clear language; translation and interpretation services; additional one-on-one support for panelists with special needs; and process designs that are flexible and accommodate different learning modes.
The first climate assembly to garner substantial attention was the French Citizens' Convention on Climate, initiated October 2019. France has a history of using deliberative techniques, and President Macron sought to reaffirm citizens’ role in climate policymaking in response to a direct response to the Yellow Vest protests, a protest movement that developed in backlash to a new policy that would increase the costs of fuel and become a heavy burden for rural communities in the country.
The Yellow Vest protests made it clear that addressing climate change couldn’t be done with policies implemented from the top-down—citizens of all types, even those who might be skeptical, have to be brought into the process. The French assembly brought together 150 randomly selected citizens to propose measures to reduce France's greenhouse gas emissions. Their recommendations covered a wide range of areas, including transportation, housing, and food production and worked to ensure that the sacrifices and opportunities in any climate policy were shared as equally as they could across society.
Other climate assemblies have been initiated through calls from the public. The organizing of the UK Climate Assembly was also linked to public protest movements. Across the pond, Extinction Rebellion, a direct action-oriented environmental organization based in the UK, was making headlines as they worked to “peacefully occupy the centres of power and shut them down.”
Founded in 2018, Extinction Rebellion had three simple demands for the UK government: (1) declare a climate emergency, (2) legally commit to reducing carbon emissions to net-zero by 2025, and (3) form a citizens' assembly to recommend how progress could be made in that direction. Companion protests took place in countries around the world, including in the US, in Washington state.
By November 2019, the government of the UK had agreed to hold the Climate Assembly UK, which was convened in 2020, involving 108 citizens who deliberated on how the country could achieve its target of net-zero greenhouse gas emissions by 2050. The 2021 WA Climate Assembly was substantially inspired by this climate assembly.
Climate activists considered the government’s decision to hold the assembly to be a modest victory, though they lamented that the target goal for emission reduction did not meet the scale of the need for action. The success of the French and UK assemblies inspired similar initiatives in other countries. Scotland also held a citizens’ assembly on climate change in 2020, which significantly influenced national policy by emphasizing the need for stronger climate action and the incorporation of social justice into climate strategies. Belgium and Spain have also held climate assemblies in recent years.
These assemblies are seen to bridge the gap between public opinion and policy making, because they provide a forum for people to deliberate issues and aim towards consensus building, which is vital in a democracy. The assemblies encourage participants to explore new ideas and identify the trade-offs and benefits of different policy ideas, rather than make bold proclamations of what must be done. As the assembly engages in their deliberation, this gives policy makers an opportunity to gain insight into the priorities and beliefs of the public they represent.
This form of deliberation on the issue of climate came to the United States in 2021.
In September 2019, the Protectors of the Salish Sea—a group of Indigenous organizers also known as “water protectors”—held a sit-in in front of the Capitol Building in Olympia, WA. Their primary demand was for Governor Jay Inslee to declare a climate emergency for the state.
Governor Inslee had recently ended his climate-focused bid for the US presidency, and the water protectors and allied activists saw this opportunity to press Inslee on his reported commitment to climate in our state. They vowed not to leave the Capitol until the governor had declared a climate emergency in Washington, ended new fossil fuel project permitting, and convened “a special session on climate change that includes the voices of the youth, Indigenous peoples, and those most affected by the climate crisis.”
For six months, the water protectors kept a daily vigil on the steps of the Capitol from September 24th through March 2020, waiting for Inslee, the self-styled “climate governor,” to respond, only leaving the Capitol in response to the ongoing coronavirus pandemic. Climate activists who allied with the water protectors decided to advocate for a variation of their third demand: for the governor to call a special legislative session on climate. In the spring of 2020, an informal group of advocates formed an organization called People’s Voice on Climate dedicated to expanding democratic methods to address the climate crisis. With the model of a national assembly in mind, the group began working to introduce the concept of a citizens' assembly on climate to Washington lawmakers, stakeholders, and potential funders of the assembly.
Paul Chiyokten Wagner, a founder of the Protectors of the Salish Sea, has explained that in Washington, the special legislative “council” being called for would need to include “our Indigenous wisdom keepers, and the youth, as the youth rise up around the world in millions, because of the world collapsing in front of their eyes, and dying in front of their eyes…These people [Governor Inslee’s office] need to have open eyes, they need to see… Our salmon are dying in the rivers right now, they’re being cooked, and it’s all because of our climate emergency…”
In the spring of 2020, at the request of constituents, five state legislators published an op-ed in a local paper, calling for a citizens' assembly to be organized. The process was relatively new to Washington state, and designed to empower ordinary people at every stage, trusting the informed will of the people to collaborate, propose solutions, and create a consensus on ways to move forward.
As the five representatives wrote in the Everett Herald, “Too often in [the Washington State Capitol in] Olympia, the debate around our response to climate change devolves into environmentalists versus big businesses, urban versus rural, Democrats versus Republican. It would help us all to bring more voices to the table to understand deeply held concerns, concerns about the status quo, as well as concerns about the policies proposed to fight climate change.”
It was their hope that the solutions that emerged through the representative deliberations of a climate assembly would win the support of the broader community and the state legislature.
The WA Climate Assembly was convened in January 2021, and for over seven weeks, the selected assembly members engaged in intensive learning sessions led by experts and interested parties, deliberated on various climate policies, and merged their own lived experiences with the expertise of Washington state’s top climate scientists, advocates, and professionals. Asked to consider which policies they and their communities would like to see in Washington state, the climate assembly members were able to successfully craft a list of climate mitigation recommendations for the Washington State Legislature to consider.
While each assembly process is unique to the region and its people, climate assemblies across the world have demonstrated the ability of groups of ordinary people to develop just, effective, and popularly accepted climate policy.
Appendix B: Climate Change - Digging Deeper
The Current Condition
Although some greenhouse gases trap more heat per molecule than carbon dioxide, this gas is most responsible for global warming due to the vast quantities that humans emit into the atmosphere and because of the length of time it stays in the atmosphere. Other gases include methane, nitrous oxide, and a variety of synthetic chemicals.
At present, CO2 accounts for 82% of greenhouse gas emissions, and in 100 years, 40% of the CO2 that is emitted today will still be in the atmosphere. Burning fossil fuels, such as coal, natural gas, and oil, is the most common way carbon dioxide is emitted. Since the industrial revolution, when humans began to burn fossil fuels at a large scale, climate scientists have calculated that CO2 levels have increased over 50%, from an estimated 280 parts per million (ppm) in pre-industrial time to just over 420 ppm in 2023.
According to the National Oceanic and Atmospheric Administration, the most immediate effect of the increased carbon in the atmosphere has been to increase the earth’s temperature through the greenhouse effect. This has led to an increase in global temperature of about 2.0°F or 1.0°C since the beginning of the twentieth century.
Current and Future Human Emissions
Humans continue to burn vast amounts of fossil fuels every year, emitting 37.4 billion metric tons of CO2 in 2023. While in recent years emissions have decreased in many countries, it has increased in others, resulting in more emissions in 2023 than in any other year. Even if all CO2 emissions were eliminated today, the planet would continue to warm for decades because of the persistence of these gases in the atmosphere.
How much the atmosphere will heat up in the future depends on the actions we take today. According to the Intergovernmental Panel on Climate Change (IPCC, an agency at the United Nations tasked with providing scientific information that governments can use to develop climate policies), the most likely outcome is that CO2 levels will rise to over 600 ppm, increasing global temperatures to between 2.5°C (4.5°F) and 3.5°C (6.3°F) before they stabilize. This said, it must be emphasized that this is only one of many possible outcomes and is based on certain assumptions about the actions that humans will take today and in the future. While the IPCC has concluded that this is the most likely outcome, they provide a range of future scenarios, each based on its own set of assumptions about the actions humans will, or will not, take in the future.
Impacts of Climate Change
Although a temperature increase of only a couple of degrees may not sound alarming, it can have dramatic consequences. A hotter planet impacts all parts of our climate, from changes in the highs and lows of daily temperatures to the amount and type of precipitation to the frequency and intensity of storms.
The impacts of the increase in global average temperature (at roughly 1.36°C to date) are evident today across the world and here in Washington state. Some recent examples include:
- Rising Temperatures: In June 2021, the Pacific Northwest had a record-breaking heatwave, with temperatures soaring over 110°F. This extreme heat led to over 100 heat-related deaths (and an estimated 450 total deaths), overwhelming hospitals and emergency services. Similar heatwaves have occurred across the world, with thousands dying during the European heatwave in 2022 and 75 deaths in Rajasthan, India, in May 2024 when temperatures reached 122 degrees F.
- Wildfires: The 2020 wildfire season on the West Coast was caused by a combination of high rainfall the previous year (increasing vegetation) and summer drought (making it easier for trees to catch on fire). The wildfires burned over 800,000 acres, destroying hundreds of homes and causing thousands to flee from their communities. Devastating wildfire seasons have become common in the Western United States and Canada, with pictures on social media of large cities like Los Angeles and New York experiencing unsafe air quality from the smoke of burning wildfires.
- Increased Flooding & Coastal Erosion: Heavy rainfall, rising sea levels, and melting snow make the risk of flooding far more likely. More communities in Washington have experienced extreme flooding, such as the 2020 Snoqualmie River flooding and coastal flooding as a result of King tides and a heavy storm in December 2022.
Beyond these extreme weather events, there are unseen impacts of climate change that make daily life more difficult and dangerous for people. Carbon dioxide pollution leads to respiratory and heart problems. Of significant concern is that changes in climate could mean droughts that lead to food insecurity. Drought could also lead to increased water insecurity. Our biodiversity suffers as plants and animals struggle to adapt to a hotter planet and a more acidic ocean.
Climate Change as a Wicked Problem
So with all the dangers of climate change, why hasn’t anybody managed to solve this problem? In many ways, climate change is the hardest challenge human beings have ever faced; it is an example of what some call a “wicked problem.” This term refers to complex problems that are difficult to define and have no clear solution.
Climate change fits this definition because:
- It is interdependent. The causes and effects of climate change are interconnected across environmental, economic, and social systems. For example, a coal plant might be polluting a city, but that power plant provides electricity for people to live and thrive in that city.
- It involves everyone. Addressing climate change requires cooperation from various stakeholders, including governments, businesses, and individuals. Carbon dioxide doesn’t stay in one area—it goes into our atmosphere. So preventing pollution in a single area will not be enough.
- It does not provide certainty. Predicting the precise impacts of climate change and the effectiveness of different solutions is difficult (and sometimes impossible).
Climate change emerged as a problem when humans harnessed fossil fuels to create the industrialized world. The world we live in today is made possible because of our ability to use energy to fuel machines. Humans today live longer and more secure lives than our ancestors did 200 years ago, but the same technologies that help us do this also help put our future at risk.
Understanding Public Opinion on Climate Change
While 97% of climate scientists agree that humans are causing global warming and climate change, where does the public stand on the issue of climate change? Does everyone agree?
Understanding public opinion is challenging. Depending on what you ask and how you ask it, you get a lot of different answers. However, some clear patterns emerge: In the United States, a significant majority believes that climate change is happening and causing harm. A 2023 Pew Research Center survey found that about 71% of Americans acknowledge its impact on their communities. Other studies show similar numbers.
A majority of people in the United States believe that climate change is important or affecting their community, yet it's not always seen as a top priority. In a 2023 survey, only 37% of Americans said addressing climate change should be a top priority for the president and Congress, ranking it 17th out of 21 national issues. Nevertheless, there is broad support for political action to address climate change, with most people agreeing that the federal government should do more. For example, specific measures, like incentives for renewable energy and regulations to reduce carbon emissions, receive widespread support.
It’s also true that support for climate action has grown over time but has become more polarized by political parties. Among Democrats, 78% consider climate change a major threat, while only 23% of Republicans share this view. In Washington, the gap is even wider, at 94% and 56% respectively. Depending on the question asked, what age group you ask it to, and other factors, this polarization can be greater or lesser than these numbers indicate. Overall, the trend is towards less polarization but the progress has been slow and inconsistent. Much of the difference is also based on concerns that the solutions will lead to the growth of government, regulations that will demand changes in habits or lifestyles, and a preference for solutions that involve the free market. With its emphasis on deliberative discussions—a shared inquiry where students consider, weigh, and respectfully discuss the costs and consequences of different options to address climate change—it is our hope that this curriculum will contribute to narrowing the gaps in public opinion about climate change.
Outside the United States, concern for climate change is somewhat higher. The results of a 2022 Pew Research survey showed that of the 19 countries surveyed, 75% saw global climate change as a top threat, with the United States coming in third to last. Countries in Europe and East Asia are often among the most concerned about the threat of climate change.
The reality is that while climate change is generally acknowledged as an issue affecting our planet, we are not necessarily united in our approach to dealing with it. One defining characteristic of a wicked problem is that it requires collaborative problem-solving, but the uncertainty of climate change and its proposed solutions make it difficult to work collaboratively.
For more about how to present climate change ideas, and more about public opinion data on climate change, go to Yale Program on Climate Change Communication.
Taking Action on Climate Change
Even without complete consensus, citizens in the United States and the international community have begun to act. International conferences and agreements have been an important source of cooperation and accountability around climate change. As an example, the Paris Agreement, adopted in 2015, committed the international community to limiting global warming to below 2°C, with efforts to keep it below 1.5°C. In the agreement, over 190 countries committed to reducing greenhouse gas emissions and to enhancing resilience to climate impacts.
While living up to these agreements is voluntary and difficult to enforce, the world’s attention and the specific commitments taken by nations often allow citizens in those countries to demand and pass legislation on climate change so that countries meet their goals. As an example, after pressure on the Chinese government by the international community, President Xi announced at the UN General Assembly that China was committing to reach peak carbon emissions in 2030.
As a part of the effort to turn these climate pledges into reality, many countries have committed to aggressive action. The European Union’s Green Deal is a set of policies aimed at investing in renewable energy and sustainable transportation. In the United States, recent legislation, such as the Inflation Reduction Act of 2022, includes substantial investments in clean energy, electric vehicles, and carbon capture technologies. This act aims to reduce greenhouse gas emissions in the United States by 2030 to roughly 40% below 2005 levels. This has been paired with regulations to limit the carbon emissions of vehicles and power plants.
At the state level, Washington has been proactive. Leaders from tribal and frontline communities have been active in spearheading legislation tying healthy environments to healthy communities. This is seen in the HEAL Act and the several climate mitigation and adaptation acts. For example, the state’s Clean Energy Transformation Act requires all utilities to transition to 100% clean, renewable, and non-emitting energy sources by 2045. In addition, Washington also implemented a cap-and-invest program through the Climate Commitment Act. This act sets a cap on carbon emissions and allows for trading of emission allowances that raised $2.2 billion in 2023 for climate action across the state. Reflecting the differences of opinion on how to address climate change in Washington, an initiative to repeal this act is on the fall 2024 ballot.
New technologies are also an important component of acting on climate change. Energy technologies, such as wind, solar, and hydroelectric power, have seen rapid advancements and cost reductions. Innovations in battery storage technology are improving the reliability and efficiency of renewable energy systems. Electric vehicles (EVs) are becoming more popular and affordable, supported by investments in EV infrastructure.
However, all these proposals and technologies might still leave a planet that is 2 to 2.5°C hotter than it was in 1900. It’s likely that taking further action will mean governments and the international community will need to seriously consider transitioning to a less carbon intensive way of life, often through the force of law. Climate advocates and scientists point out the reality that climate change is not a problem that can be solved only through individual action. Rather, collective action through policies, regulations, and systems changes are needed as well.
Washington State Resources
Because the Cascade Range divides Washington into a wetter and drier side, different regions will experience climate change differently. We recommend you look at your local area conservation district, tribal websites, local university, or local news sites to find more local information. You can also learn more on the WA Department of Ecology website or the UW Climate Impacts Group site.
Conclusion
Addressing climate change is going to be extremely hard, and it is going to require a multifaceted, collaborative approach that involves international agreements, national policies, technological advancement, and changes to how we live our lives. We believe SCA educators can play a crucial role in empowering their students to begin to have tough conversations about climate solutions and trade-offs.
Drawing inspiration from the history and success of climate assemblies discussed in Section 1, the student climate assemblies that are the center of this curriculum provide an opportunity for young people to engage in influencing the climate actions their local governments or tribes will take and to envision themselves doing so the rest of their lives. It provides a space for them to understand the magnitude of the challenge and to imagine a world of possibility.
When teaching this unit, we invite you to hold strong to the belief that students will come to see for themselves that, as a society, we can and will find ways to both mitigate and adapt to climate change, even if it sometimes seems like our efforts will never be enough.
The challenge for educators is to neither espouse doomsday-ism nor pollyannaish hope. From a psychological perspective, both of these approaches to climate change can be a misplaced means of managing climate anxiety because each provides a sense of certainty of what the future will bring.
For some people, having a sense of certainty about the future, even if that certainty is of a significantly impacted world, is less anxiety-producing than sitting with the uncertainty of not knowing what the future will bring. But espousing either of these end-of-the-spectrum perspectives on climate change is not supportive of students developing their own perspective on climate change, which is critical for their own sense of autonomy and emotional well-being. Please see the next section for an introduction to climate emotions, including links to resources for helping students recognize and manage their emotional response to climate change, especially climate anxiety.
Learn More
- For the site with the most resources, go to NOAA– The National Oceanic and Atmospheric Administration. Start with: climate.gov.
- For a more streamline site about climate change, check out the Ask a Climate Scientist page: MIT Climate Portal.
- Climate Literacy: A Guide for Educators, Communicators and Decision-Makers. NEW as of September 27th, 2024! Excellent set of principles for understanding and addressing climate change. Highly recommended! See Chapter 5 for principles related to equity and climate justice.
- Learn more about climate solutions on Drawdown.
- The US science report on climate assessment includes sections on the Pacific Northwest, frontline communities, tribal communities, and more: Fifth National Climate Assessment.
Appendix C: Climate Justice
Climate justice is an important theme to acknowledge and integrate into the Student Climate Assembly. Direct impacts of environmental injustice, such as pollution being dumped in underserved communities, are fairly easy to grasp. What about a family that can’t afford to get a hotel room to escape poor air quality caused by a fire? Or floods destroying an uninsured person’s mobile home? When there are combinations of financial, historic or current racial discrimination, health issues, and climate impacts, peoples’ problems start to add and multiply.
The 5th National Climate Assessment identifies groups vulnerable to climate change health impacts, including pregnant people, communities of color, children, people with disabilities, people experiencing homelessness, people with chronic diseases, and older adults. In addition, people who work outside are more susceptible to climate impacts. Given these broad groupings, many people are vulnerable in multiple ways.
The reality that climate change is going to have disparate consequences for different communities is clear. Amongst other pieces of legislation, the federal Inflation Reduction Act ensures that disadvantaged communities will receive money and programs to address environmental and health challenges resulting from climate change and fossil fuels. This includes investments in green infrastructure and resources in marginalized urban communities. Here in the state of Washington, the 2021 HEAL Act addresses the needs and priorities of communities overburdened by pollution and grappling with stark health disparities. Washington’s Climate Commitment Act also centers on climate justice.
This legislation works to off-set some of the impacts of climate change to vulnerable populations. Political will can change, and as soon as the Washington November 2024 election, voters will decide on whether to keep the Climate Commitment Act.
Climate Justice Quick Resources for Teachers
- “Fifth National Climate Assessment” Chapter 15 focuses on climate justice. This report is congressionally mandated and developed by multiple government agencies.
- For a curriculum on climate justice, go to CLEAN (Climate Literacy and Energy Awareness Network). This is a large database, so narrow your search to climate or environmental justice.
A Deeper Dive
- “Teaching STEM Through Climate Justice and Civic Engagement” by Sonia Doucetter, Heather Price, Deb Morrison, and Irene Shaver (2023) article published in Science Education and Civic Engagement: An International Journal.
- Department of Health Washington State Environmental Health Disparities Map, interactive map.
Appendix D: Tribes, Sovereignty and Climate Change
In Washington, Native American tribes codified tribal sovereignty through the 1989 Centennial Accord, which established a framework for government-to-government relationships. As a result, Washington tribes operate on an equal footing with state and federal governments, not as jurisdictions under them, working side-by-side to address climate change and many other environmental issues. Tribal leaders have exercised their tribal sovereignty to play leadership roles in planning for statewide climate action as well as innovative local projects.
This curriculum provides civics teachers with an excellent opportunity to reinforce civics standards that address the issue of tribal sovereignty and the roles that tribes play in Washington state politics. Start by using the John McCoy (lulilaš) Since Time Immemorial (STI) curriculum in your teaching, and consider contacting your local tribe. Invite tribal leaders and/or experts, scientists and technicians to answer questions at the beginning of a climate assembly and/or to hear students’ final presentations. You can also find pertinent information on your local tribe’s website. Look for a newsletter, especially from the natural resource department. This project addresses a number of STI high-school student outcomes, especially: “students understand that Tribal, state, and federal agencies often work together toward the same goal,” including addressing climate change.
We also recommend these resources:
- the Northwest Indian Fisheries Commission for western Washington tribes- look for news articles.
- WA Climate Assembly talks by Suquamish Tribal Chair Leonard Forsman (starting on minute 8), Environmental Director of the Swinomish Department of Environmental Protection Todd Mitchell (starting on minute 27) and Tribal Policy Analyst Preston Hardison (starting on minute 17).
In addition to understanding tribal sovereignty, it is important to recognize that tribal communities also frequently experience environmental injustice. Washington tribes are on the front lines of being both impacted by and addressing climate change. According to the Fifth National Climate Assessment, Chapter 16: Tribes and Indigenous Peoples, climate change continues to negatively affect the livelihoods, health, and cultural practices of Indigenous Peoples, as well as the ecological resilience of their territories. Self-determination is key to implementing effective resilience strategies that meet the needs of Indigenous communities. Indigenous Peoples are leading climate adaptation and mitigation actions guided by Indigenous Knowledge and values.
For more information:
- Fifth National Climate Assessment, chapter 16 Tribes and Indigenous Peoples (read the introduction and 1-3 Key Messages)
- Climate Change and Our Natural Resources: A Report from the Treaty Tribes of Western Washington
- Climate Change Impacts to Tribal Rights and Resources report from the Northwest Indian Fisheries Commission.
Appendix E: Climate Emotions
While teaching students the skills, perspectives and knowledge they need to address the climate crisis is critical, so too is teaching students how to recognize and manage the complex set of emotions that arise in them as the climate crisis worsens. As many educators know, the higher the degree of stress, trauma and anxiety that someone experiences, the less access that person has to higher-order thinking skills. Anxious, fearful students will be less able to work together to address the challenges of the climate crisis. With this in mind, teachers are encouraged to incorporate social and emotional skill development into this unit wherever appropriate.
Students and adults alike feel anxious about climate change, and many believe that we aren’t doing enough. Seeing and reading about the impacts of climate change every day likely exacerbates feelings of worry and anxiety. Students need to know about efforts underway to take action on climate change, and they may even want to participate in those efforts. They will be glad to know that Washington State is a leader in this field with ground-breaking climate education projects. Learn more about these efforts at Climetime.
Young adults and teens worry about how climate change will impact their lives. According to a survey conducted by the American Psychological Association, 48% of young adults report that stress about climate change affects their daily lives. A study published in The Lancet Planetary Health found that in young people aged 16 to 25, 59% of respondents were either very or extremely worried about climate change. In total, 84% of respondents were at least moderately worried. It is essential, therefore, that teachers approach this issue with sensitivity. It can be tempting to teach from a “doom and gloom” perspective, but such an approach could encourage students to conclude that there is little they or society can do to deal with climate change. Feelings of helplessness trigger apathy, disempowerment or anxiety. Educators must convey the urgency and reality of the situation and maintain a space for solutions, hope and the reality that tens of millions of people across the planet are diligently working on solutions to climate change.
Ask for Help
We recommend that teachers talk with their school counselors before you start this unit. Ask them for suggestions and resources. Let students know how they can ask for help if they feel depressed, anxious, or afraid. Asking for help is an important resiliency skill for your students. Remind them a few times during the unit how they can get help, but also point out that knowledge is power. In the nine classes that we have held SCAs in, students have said that overall, they feel less anxious about climate change after participating in this unit.
Climate Emotions Quick Resources for Teachers
- “Introduction: Climate Mental Health Support Activities”: two-page primer about teaching climate mental health activities.
- “The Educator’s Guide to Climate Emotions”: 20 pages of easy reading.
- “Educator’s Talk Climate Infographic”: one-page cheat-sheet.
- “Emotional Impact of Climate Change”: three-minute YouTube video. Consider using it with students at some point.
- “Climate Conversations: Connecting with Young People”: approx. 12 pages.
A Deeper Dive
- “Chapter 10: Talking to Students About Climate Emotions”: online supplemental information and teaching tools from Teaching Climate Change: Fostering Understanding, Resilience, and a Commitment to Justice
- “Strategies for students’ emotional support when teaching about climate change: When to use them”
- “Climate Mental Health page”: from Climate Literacy and Energy Network (CLEAN)
- “Webinar: Beyond Doom & Gloom: How to Teach Climate Change Towards Empowerment with CLEAN”: well worth watching but a little long
- “All We Can Save”: several options for working with climate emotions in different settings.
Appendix F: Extension and Enrichment Learning Opportunities
Introduction
While this unit has a decidedly local focus, connecting the local to the global is critical if students are to have a full understanding of climate change, its impacts and its solutions. Time permitting, you are encouraged to engage your students in the following learning opportunities designed to make this connection.
2 - 3 Days (Time will vary depending on the enrichment project)
Activity 1: Connecting the Local to the Global — 20 minutes
Think-Pair-Share Activity: Working with a partner, have them do some initial research to identify local and global opportunities to make a difference (individually and/or collectively) on climate change.
For connecting the local to the global, have students consult the United Nations Sustainable Development Goals and start by exploring SDG #13 (Climate Action). The site has a list of identified targets, statistics, and other resources to evaluate climate change initiatives. An additional site that has student-centered resources, including videos and take-action examples is the World’s Largest Lesson.
You can have them explore the following questions:
- How do they hope to address climate change?
- What are their recommendations, and could they be implemented locally?
- Why is it often important to make connections between the local and the global?
Have students write down 3 local to global connections in their journal and 2 ideas for taking action. Have students share their ideas with a classmate and then participate in a whole class discussion.
Prepare the following slides:
Slide 3: Think-Pair-Share Instructions
Slide 4: Connecting the Local to the Global Instructions
Activity 2: Connecting Learning to Students’ Lives
The following authentic projects will allow students to deepen their learning on climate change and climate action. In addition, some of these projects provide guidance for taking action and/or learning more about climate change in local environments.
Note: If you have additional class time, you could have students explore the following enrichment options:
The UN Campaign for Individual Action (ACTNOW) allows students to download an APP and track their own carbon footprint. This activity provides an opportunity for students to connect their learning to their own lives.
If desired, here are additional teacher notes for this activity: This would be a good opportunity to discuss your survey results with a friend, peer, or student group. Next, take a look at the “Act Now” slides under “Content for You.” This provides a brief overview of the campaign and why it matters. From here you can: calculate your own carbon footprint and compare it to the global total. Finally, use the “actions” tool at the bottom of the app to identify ways you are taking action on climate change. Take a week or two to monitor your actions and discuss your results with the rest of the class. Think about the following questions in your discussion: What was the easiest thing you were able to do? What was the most challenging thing you were able to do?
Prepare the following slide:
- Slide 7: Provides instructions for downloading the ACTNOW APP.
Activity 3: Explore Further: Connecting the Local and the Global (time will vary)
In this activity, students explore local organizations that are working on climate-related issues in Washington State and/or the Pacific Northwest. In addition, educators can teach about the important role of NGOs or non-profit organizations in addressing local and global issues such as climate change. See directions below for how students can learn more about these local entities.
Preparation
- Prepare the authentic enrichment project instructions. You may choose to give students one or more of the options described below.
- Prepare slide 8: Provide students with the following local organizations that are engaged in climate action work.
Students can research one of the organizations and share what they have learned with the rest of the class. If students are interested, they could look for possible volunteer or internship possibilities. Here are questions to consider:
- How is their work connected to what you have learned in this lesson?
- What actions are they taking to address the issue?
- What are the opportunities to get involved/volunteer?
- What is an NGO or non-profit organization? How does their work provide opportunities for actively engaged citizenship?
Organizations to Explore:
- Got Green
- Washington Environmental Council
- EarthShare Washington
- EarthGen
- Washington Foundation for the Environment
- Earth Corps
- Conservation Northwest
- U.S. Forest Service
Activity 4: Additional project-based enrichment activities for students:
1. Create a political cartoon that characterizes the importance of taking action on climate change. This cartoon can be cleverly designed to highlight one or more of the factors contributing to climate change and its impact on our world. Your cartoon can contain images or illustrations and written words.
2. Create a children’s pop-up book on climate change. Your finished product could contain a collection of illustrations and words that highlight the factors that contributed to climate change, its impact, and a strategy for addressing the issue.
3. Create a climate action club at your school. You could meet weekly to learn more about climate change, discuss solutions, and come up with monthly take-action challenges for other members of your school community. You could have a climate scientist speak to your club about the importance of creating awareness and taking action on climate issues.
4. Explore how climate change has impacted species in Washington State or another context around the world. To get started, watch this video from the Washington Department of Fish and Wildlife, “Climate Change and its Impact on Hunting, Angling, and other Recreational Pursuits,” and discuss its point of view.
- Then, select a species to learn more about. For example, you could explore the impact of climate change on salmon populations in Washington State. See this report, State of Watersheds 2020, for additional information on this topic. After researching how species have been impacted by climate change, create a pop-up children’s book or multi-frame cartoon that gives an overview of the issue and strategies to address it. This could also be done through illustrations and in a heritage language.
5. Have students analyze UN SDG #7, Clean Energy, and its target indicators, and its potential impact on climate change. Then, have students create a marketing campaign for a company that is committed to the use of clean energy technologies/resources. To convey the benefits of clean energy and the company’s commitment to clean energy, you design a social media platform (page, video, etc.) highlighting its merits. The social media advertisement will briefly outline the technology, its benefits, and how consumers will be contributing to the betterment of our planet (note: the social media platform does not have to be active or live but is intended to give students a platform to share an idea in which they are familiar).
Appendix G: Glossary
A glossary specific to this curriculum is not currently available. Until the authors are able to create one, please use the glossary below from the OER Climate Project. This glossary lists vocabulary by unit and may not line up with the phases of this SCA curriculum. Students may need to look through all five units to find the term they are in need of a definition for. Please see resource library to access the glossary.
Attribution and License
Attribution
This resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program.
Project Leads: Lisa Eschenbach, David Ketter
Instructional Materials Author: Fernando Reyes, Ryan Hauck
Thank you to the following educators who contributed to planning, development, and material review:
Steven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire
The Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License.
Graphic design by Julianna Patterson.
This work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.
License
Except where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos.
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oercommons
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2025-03-18T00:36:36.964068
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Lesson Plan
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https://oercommons.org/courseware/lesson/91078/overview
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Foldable on Layers of the Atmosphere
Overview
This is a foldable study aid to help remember the different layers of the Earth's atmosphere.
6th Grade Earth Science
6th Grade Earth Science
Unit on Earth's Atmosphere
This is a note taking activity where the students fold an extra long piece of copy paper lengthwise. The students then cut five flaps in the front and label them the layers of the atmosphere in order from the surface of the Earth. They are top to bottom: Exosphere, Thermosphere, Mesophere, Stratosphere,and Troposphere. The students then decorate the outside flaps to represent the different layers (similiar to what is shown). The inside is where the students will write the information they have researched on each layer. This can be used as a study guide as well.
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oercommons
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2025-03-18T00:36:36.985164
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03/19/2022
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91078/overview",
"title": "Foldable on Layers of the Atmosphere",
"author": "Tammy Speer"
}
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https://oercommons.org/courseware/lesson/73125/overview
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Meal traditions in English- speaking countries
Overview
Teacher of English
Irina Kurdziuk
OER Teaching activities
Meal traditions in English- speaking countries
Objective: Meal traditions in English-speaking countries
Level of culture: all 3 levels of culture
Skills: speaking and writing
Step 1: The teacher divides the class into groups of three or four students. Each group chooses an English- speaking country (it can be a student's own, the USA, and other English- speaking countries).
Step 2: Each group should surf the Internet and find material about meal traditions in the chosen country. They have a day before the lesson for this task.
Step 3: On the day of the lesson every student brings a material, that he founded. Then they do a project together on the A3 list draw or write information about meal traditions in the chosen country. Then present this information to the class.
Step 4: During the presentation of one of the groups, other groups write down the most interesting facts of the presented traditions.
Step:5 After each presentation each student will share the opinion about the most interesting facts and ask questions.
In this way, 3 levels of culture are involved in this activity: meal traditions of student's own country, of the USA, and other English-speaking countries. All the students share their findings and opinion.
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oercommons
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2025-03-18T00:36:36.998471
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10/03/2020
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"url": "https://oercommons.org/courseware/lesson/73125/overview",
"title": "Meal traditions in English- speaking countries",
"author": "Irina Kurdiuk"
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https://oercommons.org/courseware/lesson/88147/overview
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Social Studies GED Terms to Know
Overview
This is a list of some helpful terms to know on the GED Social Studies test.
Social Studies GED Terms to Know
Creative Commons Attribution-NonCommercial 4.0 International License
Social Studies GED terms to know
Unit 1—Geography and the World
- equator—imaginary line that runs around the middle of the Earth horizontally
- trek—a migration or long journey
- absolute location—the exact location of a place, using lines of latitude and longitude
- relative location—a way to describe a place in relation to other places
- map key—a map tool that explains the symbols used on a map (such as stars for capital cities, trees for parks, or icons for special events like battles)
- map scale—a map tool containing small marks that stand for miles and kilometers (can be used to determine distance between locations on a map)
- accurate—correct, or true, without errors
- compass rose—a map tool indicating cardinal directions (north, south, east, west) and intermediate directions (northwest, northeast, southwest, southeast) used to help you determine direction on a map
- population density—the number of people living in each unit of area (such as a square mile); some political maps use shading or dots to illustrate areas where people live, showing population density
- climate—the weather conditions prevailing in an area in general or over a long period
- elevation—height above a given level, especially above sea level
- via—by way of; by means of; through
- diverse—showing a great deal of variety; very different
- sparsely—in small numbers; thinly
- peninsula—a piece of land almost surrounded by water or projecting out into a body of water
- fertile—capable of producing abundant vegetation, crops, or offspring
- cultivation—the act of preparing the soil for the raising of crops; the act of cultivating land
- scarce—in short supply; insufficient for the demand; lacking
- precipitation—rain, snow, sleet, or hail that falls to the ground
Unit 2—United States History
- migrate—to move from one area or country to settle in another, especially in search of work
- migration—movement from one region to another
- urban—relating to a city or town
- rural—relating to the countryside, rather than the city
- table—a set of facts or figures systematically displayed, especially in columns and rows
- rows—horizontal lines in a table
- columns—vertical lines in a table
- peak/peaked—to reach the highest level or greatest degree
- ratify/ratified—to sign or give formal consent to (such as a treaty or contract); makes it officially valid
- dispute/disputed—to argue about something; debate
- precede/preceded—to come before or ahead of
- sequence of events—the particular order in which things happen or are arranged
- inference—a conclusion that is reached (based on evidence and reasoning)
- temperance—restraining from or prohibition of alcoholic drink or excessive eating
- cease—to end (to “cease to exist” means it no longer exists)
- suffrage—the right to vote in political elections (women’s suffrage = women’s right to vote)
- to object—to say something to express one’s disapproval or disagreement with something
- aftermath—the consequences or aftereffects of a significant unpleasant event
- to convey—to communicate or express an idea to someone; to transport or carry to a place
- doctrine—a stated principle of government policy; a set of beliefs held by a particular group
- abasement—the action or fact of being humiliated or degraded
- decadence—luxurious self-indulgence
- internment—the state of being confined as a prisoner, especially for political or military reasons
- nullify/nullified—to invalidate or cancel out; to make of no use or value
- to proclaim—to announce or declare officially or publicly
- coup—a sudden, violent, and illegal seizure of power from a government
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oercommons
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2025-03-18T00:36:37.016369
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11/19/2021
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{
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"url": "https://oercommons.org/courseware/lesson/88147/overview",
"title": "Social Studies GED Terms to Know",
"author": "Jenny Bumgarner"
}
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https://oercommons.org/courseware/lesson/95590/overview
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Lincoln's Proclamation of Amnesty and Reconstruction
Lincoln’s Proclamation of Amnesty and Reconstruction
Lincoln's Second Inaugural Address
Questions for the 14 sections of the Wade-Davis Bill by section
Wade-Davis Bill
Wade-Davis Manifesto
1. Who Were the Radical Republicans?
Overview
- Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America.
Now's The Time Lesson Plan 1: Scene One
- Lincoln’s Proclamation of Amnesty and Reconstruction
- Lincoln's Second Inaugural https://www.nps.gov/linc/learn/historyculture/lincoln-second-inaugural.htm
- Wade-Davis Bill
- https://www.presidency.ucsb.edu/documents/proclamation-115-concerning-bill-guarantee-certain-states-whose-governments-have-been
- Proclamation 115
- Wade-Davis Manifesto
Part 1: Document Analysis and Discussion Instructions
Provide students with context for the disagreements between the Radical Republicans and President Abraham Lincoln. Talking points to include:
Disagreement about abolition and speed and scope of abolition
Conflict over role of the executive branch and Radical Republican path to maintain checks and balances with the Joint Committee on the Conduct of War
Difference in perception of confederate states and the plan for how to reunify the Union when the war ends
STEVENS: I fear Lincoln will be too generous with the traitors.
STEVENS: It’s not just a dream! We are tearing out race hatred by the roots, law by law --from every inch of Confederate soil! We are building a new nation -- a new people!
OBJECTIVES:
- Students will be able to identify influential politicians/leaders within the Radical Republicans.
- Students will read primary source documents to gain a deeper understanding of the political philosophy and agenda of the Radical Republicans during the Civil War and at the beginning of the Reconstruction Era.
- Students will become familiar with the role of the Joint Committee on the Conduct of War.
- Students will analyze primary source documents in order to outline Lincoln’s positions towards reunification, amnesty and reconstruction towards the end of the Civil War.
- Students will be able to articulate the policy goals of the Radical Republicans in their plan for Reconstruction prior to the end of the Civil War and at the beginning of the Reconstruction Era.
- Students will gain an understanding of the Radical Republicans’s objections to Abraham Lincoln’s Proclamation of Amnesty and Reconstruction.
- Students will be able outline specifics of the Wade-Davis Bill.
- Students will learn about Proclamation 115 and the Wade-Davis Manifesto.
- Students will independently research a historical figure and find a corresponding primary source document.
KEY TERMS/PEOPLE:
- Radical Republicans
- Thaddeus Stevens
- Abraham Lincoln
- Joint Committee on the Conduct of War
- Lincoln’s Proclamation of Amnesty and Reconstruction
- Lincoln’s Ten Percent Plan
- Wade-Davis Bill
- Proclamation 115
- Pocket-Veto
- Abolition
- Provisional governor
- Suffrage
PRIMARY SOURCE MATERIAL:
- Lincoln’s Proclamation of Amnesty and Reconstruction
- Lincoln's Second Inaugural https://www.nps.gov/linc/learn/historyculture/lincoln-second-inaugural.htm
- Wade-Davis Bill
- https://www.presidency.ucsb.edu/documents/proclamation-115-concerning-bill-guarantee-certain-states-whose-governments-have-been
- Proclamation 115
- Wade-Davis Manifesto
CONNECTING TO THE SCRIPT:
In the Scene 1 of Now’s The Time, Stevens outlines the lofty goals of the Radical Republican agenda to Mrs. Smith. He continues to argue for these goals throughout the play.
- What are the goals that the character of Stevens addresses in the script?
- Make a list and see how it corresponds to the agenda of the Radical Republicans as you explore the text.
ACTIVITY: The Radical Republicans vs Abraham Lincoln
PART 1: Document Analysis and Discussion
Students will read the amnesty and reconstruction plan proposed by Lincoln in 1863. Students will outline the core tenets of Lincoln’s plan and gain awareness of his position regarding reconstruction as the Civil War was coming to a close. In summarizing the document, students will be asked to define the “Ten Percent Plan” and to explain what Lincoln was trying to accomplish with this offer of amnesty.
Students will read or listen to the reading of Lincoln’s Second Inaugural Address and will evaluate Lincoln’s attitudes towards slavery, abolition, and the end of the war. Ask students to identify if they believe that Lincoln’s attitudes towards slavery and abolition had changed throughout the course of the Civil War. Why or why not?
PART 2: Small Group and Class Discussion
Divide the class into small groups and assign the 14 sections of the Wade-Davis Bill (1864) equally and have the students interpret what each section addresses. As a class, work to summarize the document to determine the proposed action/function of the Wade-Davis Bill. (see question sheet)
PART 3: Political Policy: Compare and Contrast/Investigating History
Students will compare and contrast Lincoln’s plan and the plan supported by the Radical Republicans. Students will research the reception of these plans to gain clarity surrounding the policies being discussed in consideration of the end of the Civil War. Students will identify who aligned with the Radical Republicans.
- What happened to the Wade-Davis Bill?
- What was the vote on the Wade-Davis Bill?
- What is a pocket veto?
- How did Lincoln use a pocket veto?
Students will read Lincoln’s Proclamation 115 and answer the following:
- What reason did Lincoln provide for his veto?
Students will read the Wade-Davis manifesto and answer the following:
- What was the reaction to Lincoln’s veto?
ACTIVITY: Tell US: Who Were The Radical Republicans?
Students will put on their historical research hats to find primary sources related to one of the Radical Republicans in the list provided. Students will answer the following questions about their document:
- What type of primary source did you find?
- Who wrote/created the document?
- What is the date of the document?
- Who was the intended audience of the document?
- What was the purpose of the document?
- How does this document demonstrate the connection of the author to the goals of the Radical Republicans?
Ex: Letters, speeches, political cartoons, transcripts, etc.
- James Mitchell Ashley
- John Armor Bingham
- George Sewell Boutwell
- Benjamin Butler
- Zachariah Chandler
- John Creswell
- Henry Winter Davis
- Charles Sumner
- Benjamin Wade
EXTENSION ACTIVITY: Timeline
Utilize the beginning of the Now's The Time Curriculum and do a deep dive into the history of Reconstruction by working on a timeline either as a class, in small groups, or as an individual assignment. Ask students to highlight key events, people, places, legislation, etc. and to provide visual aids such as photographs, drawings, documents, maps and political cartoons to illustrate the varied record of Reconstruction. Students should be sure to include the inflection points covered in the script of Now’s The Time to gain a better understanding of the action in the play.
Now's The Time Script: Scene One
NOW’S THE TIME written by Jean Bordewich
SCENE ONE– THE PRESIDENT IS DEAD
Date: April 15, 1865 About 11 pm.
Location: Congressman Thaddeus Stevens’ home in Lancaster, PA
Characters: Congressman Stevens, Mrs. Lydia Smith, and an off-stage voice Messenger*
Mrs. Lydia Smith is seated at her desk reading letters. Stevens enters, wet and cold, limping in heavy boots and dragging his club foot. He closes his umbrella and removes his coat.
STEVENS
I’m sorry to be so late. Don’t stop playing--
Smith cheerfully rises to greet him.
SMITH
You’re soaking wet! Here, give me those things – and there’s food in the kitchen if you missed dinner.
STEVENS
I’d rather have just a cup of chocolate. This downpour--
Smith takes his umbrella, hat and coat and hangs them up. Smith points to Stevens’s head.
SMITH
And I’ll bring the chocolate, too.
Stevens sits and removes his boots.
STEVENS
As I was saying, this downpour reminds me of the president’s Inaugural last month.
SMITH
And we were drenched to the bone! But when he started to speak – remember? The light broke through the clouds… it was an omen. We knew the war was about to end.
Stevens puts his leg up on a footstool and massages his club foot.
STEVENS
I fear Lincoln will be too generous with the traitors.
SMITH
I’m sure you’ll bring him around.
STEVENS
I still can’t believe he reached down into the rebel states for a vice president… Johnson! The most obstinate, pugnacious and ignorant man ever elected---
Smith enters and sets down a pot of chocolate and cups.
SMITH
--My people put their trust in President Lincoln, and you should too.
STEVENS
You’re right. We need Lincoln, shortcomings and all.
SMITH
Mr. Lincoln and you.
Stevens is massaging his club foot.
SMITH (Con’t.)
The damp is making your foot ache.
Stevens waves her off.
STEVENS
Never mind. Just hand me the chocolate.
Stevens drinks and keeps talking.
STEVENS (Con’t.)
The war is over, but there’s still so much for Congress to do. Schools!
SMITH
And suffrage.
STEVENS
And farms! The freedmen must have their own land, and there’s plenty confiscated from the rebels for that.
Stevens winces in pain as he places his foot on the floor.
STEVENS (Con’t.)
Lincoln must keep our troops in the South as long as necessary.
SMITH
Do you think he will?
STEVENS
Congress will have to push him, but he’ll do it.
SMITH
I hope you’re right.
Stevens puts down his cup and leans back.
STEVENS
It’s a new day!
Stevens and Smith sit together, sipping their drinks by the fire. Smith hums the gay polka tune she was playing on the piano. Stevens taps out the beat with the fingers of one hand, cup in the other. Beat. Stevens stops tapping; his mood becomes more serious; he puts down his cup and speaks.
STEVENS
Mrs. Smith—
SMITH
Yes?
STEVENS
I mean -- Lydia.
She puts down her cup and turns to him.
SMITH
Yes…
STEVENS
Dear Lydia... Have you ever thought, I mean, has it ever crossed your mind – I mean, would you ever – would you -- ...marry again?
SMITH
Marry?
Smith shifts uncomfortably.
No, I don’t think so...
STEVENS
Under the right circumstances, of course.
SMITH
It’s hard to imagine what those might be.
STEVENS
Changed circumstances.
Smith struggles for words as she senses his intentions.
SMITH
(gently) Dear Mr. Stevens…My dear Mr. Stevens….... we must live in the real world.
STEVENS
A new world is coming ---
SMITH
--In the world as we know it, some things are not possible. I live within the limits of what is possible -- in my world.
STEVENS
The world must change!
SMITH
And someday it will. But right now, I am a colored woman with two children and plenty to occupy me managing this household, and my own business affairs.
Beat.
STEVENS
I feel you know my troubles.
SMITH
You are troubled, sometimes too much troubled, for my people.
STEVENS
There is no “your people” and “my people”! That’s what the slave power has done to us!
Smith holds up her hands.
SMITH
Look at my hands …. see the violence that united our races. My skin, my hair – whose is it? It is mine and not mine --because my grandmother was raped by the master.
STEVENS
I reject the slave power!
SMITH
I resist, but I cannot ignore that power, because it tries to tell me who I am and what I am supposed to be.
STEVENS
The slave power knows nothing about you! It must be wiped from the face of the earth!
SMITH
Sometimes you are too much the dreamer!
STEVENS
It’s not just a dream! We are tearing out race hatred by the roots, law by law-- from every inch of Confederate soil! We are building a new nation --- a new people!
SMITH
But you’ve not erased the hate in men’s hearts.
Not yet.
Beat. Stevens hesitantly reaches for her hands.
STEVENS
May I?
Smith extends her hands and Stevens tenderly turns them over in his.
STEVENS (Con’t.)
I… I … am not a young man.
He stammers, trying to master his emotion.
Yet I have never …. I mean, I have never… never been with….Never been more -- admiring -- of any woman --- I….
Smith looks at their hands but doesn’t speak. Stevens holds her hands a few beats more, then lets them go.
STEVENS (Con’t.)
I’m sorry…I shouldn’t have…I shouldn’t have presumed –
The moment is interrupted by a loud, desperate knock at the door. It repeats several times before a man’s voice is heard.
OFFSTAGE MALE VOICE
Mr. Stevens!
Startled, Smith jumps up but motions to Stevens to stay seated.
SMITH
Who could that be at this hour? It’s nearly midnight!
OFFSTAGE MALE VOICE
Mr. Stevens! Open up!
SMITH
Let me see to it.
Loud, frantic knocking on the door again.
OFFSTAGE MALE VOICE
Open up! Telegram from Washington!
Smith opens the door. A messenger tumbles forward waving a telegram.
SMITH
Thank you. Please wait outside while I read it.
Stevens reads the telegram.
STEVENS (Con’t.)
The president has been shot.
SMITH
No!
STEVENS
By an assassin at Ford’s Theater. His condition is dire. He may not last until tomorrow.
SMITH
Poor Mary Lincoln! She’s still in mourning for young Willie.
STEVENS
I’ll send a message to Mrs. Lincoln right now and leave for Washington as soon as possible. Perhaps I can help.
SMITH
I’m going with you. I’ll pack our things.
STEVENS
If the president succumbs… Oh no. That would make Andrew Johnson president!
SMITH
Please God, don’t let Mr. Lincoln die!
Blackout.
Now's The Time Video: Lesson One
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oercommons
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2025-03-18T00:36:37.119927
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"title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum",
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President Johnson’s Amnesty Proclamation
Questions for Small Groups
Reconstruction: Speech of Hon. Thaddeus Stevens– City of Lancaster Sept. 7th, 1865
2. Reconstruction vs. Restoration
Overview
Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America.
Now's The Time Lesson Plan 2: Scene Two
STEVENS: The president’s policy of “restoration” is replanting the seeds of rebellion, which, within the next quarter of a century, will germinate and produce the same bloody strife which has just ended.
JOHNSON: We can now proclaim,“The Constitution as it is! The Union as it was!”
OBJECTIVES:
- Students will be able to articulate the key tenets of Johnson's Amnesty Proclamation.
- Students will examine the role of the Presidential pardon during Johnson's tenure in the Reconstruction Era.
- Students will outline the arguments that Thaddeus Stevens makes in his speech on Reconstruction.
- Students will compare and contrast the plans for Presidential Reconstruction and Radical Reconstruction.
- Students will be able to define terms including: reparations, amnesty, pardon, confiscation and Copperheads.
- Students will reflect upon how the reconstruction plan supported by Radical Republicans sought to make revolutionary changes to the U.S. Constitution in regards to political representation and suffrage.
KEY TERMS/PEOPLE:
- President Andrew Johnson
- Thaddeus Stevens
- Presidential Reconstruction
- Restoration
- Radical Reconstruction
- 13th Amendment
- Amnesty Proclamation
- Reparations
- Amnesty
- Pardon
- Confiscation
- Taxation
- Debt
- Three-Fifths Compromise
- Copperheads
PRIMARY SOURCE MATERIAL:
President Johnson’s Amnesty Proclamation
Reconstruction: Speech of Hon. Thaddeus Stevens– City of Lancaster Sept. 7th, 1865
ACTIVITY 1:
PART 1:
Primary Source Analysis and Group Discussion
The class will be divided into six small groups. Each group will be tasked with summarizing the arguments in their assigned document either Johnson’s Amnesty Proclamation or Stevens’ Reconstruction Speech to the City of Lancaster. Students will regroup as a class for a teacher-led discussion to compare and contrast the documents.
PART 2:
CONNECTING TO THE SCRIPT:
Students will then read Scene Two in Now’s The Time and identify how the playwright incorporated Johnson's and Stevens's views into the scene. What other information is communicated throughout the scene to demonstrate the divide between Stevens and Johnson?
ACTIVITY 2: Political Cartoons
Students will look for political cartoons that were published during Reconstruction and that address the issues of Reconstruction vs Restoration. After identifying a cartoon, students should write a brief paragraph explaining the significance of the cartoon and how it relates to this particular debate between the Radical Republican and Johnson’s Reconstruction plan. Students should answer the following questions:
- Who is the author/creator of the political cartoon?
- What publication published this cartoon?
- When was it published?
- Where was it published?
- What is the subject?
- Who is the target of the political cartoon?
- What political figures are featured in the cartoon?
- What imagery can you find that relates to symbols of the United States? Ex: Flag, Statue of Liberty, U.S. Constitution, etc.
- What is the cartoon critiquing?
- What message is the cartoon trying to convey?
EXTENSION ACTIVITY: Understanding Political Disagreement
Ask students to identify a current political issue. Students will explore the primary views articulated by political leaders at the local, state, or national level. Students will be asked to prepare a short report that answers the following questions:
- What is the political issue?
- What specific policy proposals are being considered?
- What is the disagreement?
- Is there disagreement within political parties?
- Who are the political leaders that are tied to the issue?
- How do different leaders communicate their positions?
- What is your position on this political issue?
Now's The Time Script: Scene Two
SCENE TWO –RECONSTRUCTION V. RESTORATION
Date: 1865
Location: Philadelphia
Characters: Stevens, Smith, President Andrew Johnson, George T. Downing, Irish Soldier, Ensemble.
A crowd gathers and waits for a lively 19th century political debate to begin. A brass band plays“The Battle Cry of Freedom” over the low buzz of the crowd. Downing, Smith and others in the throng are Stevens supporters (on one side of the stage), other crowd members (loosely gathered on the other side) are Johnson supporters. Johnson and Stevens are at podiums on a large raised stage. The crowd is excited, waving flags and banners that say, “The Union Forever!” Red, white and blue bunting drapes the stage. The band music and crowd noise fade.
Lights up on Johnson and Stevens on separate podiums. Spot on Stevens.
STEVENS
The president’s policy of “restoration” is replanting the seeds of rebellion, which, within the next quarter of a century, will germinate and produce the same bloody strife which has just ended.
Some say stripping the rebels of their estates and driving them to honest labor would be harsh and severe. But I say the whole fabric of southern society must be changed, and it never will be if this opportunity is lost.
DOWNING
--No land for the traitors!
ENSEMBLE, SMITH, DOWNING/ pro-Stevens
Stevens supporters applaud, cheer and whistle.
STEVENS
We have a duty handed to us by this nation’s founders. They found it impossible to agree upon a Constitution without tolerating – nay, without guaranteeing slavery. They trusted time to work a speedy cure. They had some excuse. But we have no excuse if we do not thoroughly eradicate slavery forever. Indeed, now is the time for the Second Founding of our great Union, a second chance to get it right--
DOWNING
The Second Founding!
SMITH
--A new Union!
ENSEMBLE, SMITH, DOWNING/pro-Stevens
Cheering from Stevens supporters.
An Irish-American soldier in his 20s enters, interrupting Stevens. The Soldier is wearing a tattered Union uniform, probably the best garment he owns, and speaks with a light Irish brogue. A battered canteen dangles from his side.
SOLDIER
Wait! Wait! Wait! This is a political showdown. Like the Lincoln-Douglas debates, remember? It’s a great American tradition. Settle in – wave your flags! Stomp and cheer! Now over here (Soldier points with both hands) we have President Johnson with his “Restoration of the South.” And over there (Soldier points again)--- Congressman Thaddeus Stevens and his outrageous “Reconstruction” plan – which really means de-con-struction and starting over. You don’t want to miss this. You’re quite an audience out there; we need you to step up. (Pointing the audience on the Johnson side of the stage. ) You! Over here -- you’re for Johnson -- you shout out with me and my boys.
ENSEMBLE MEMBER (anonymous voice from crowd)
Who are you?
The soldier stands at attention, salutes, and points to a patch on his jacket.
SOLDIER
Veteran of the Irish Brigade, New York’s 69th. Union army. Anyway, if you’re a radical, you’re part of the Stevens Gang, over there (Soldier points toward the Stevens side of the house.) -- And whichever side you’re on, you know what to do, right? When your man scores a point, you sound off. If you want to knock off the other one, I’m not going to stop you. Yep, I’m a Johnson man-- but I’m here mostly for the excitement. On with the show!
Soldier motions to the crowd and audience to join him as he moves, shouting, into the center of the crowd between Stevens and Johnson.
,
SOLDIER (Con’t.)
Johnson! Johnson!
ENSEMBLE/(Pro-Johnson)
Johnson! Johnson! /Johnson!
Spot on Johnson.
JOHNSON
/The first question is whether the land within the southern states should be held as conquered territory, under military authority --as Mr. Thaddeus Stevens and his radicals in Congress insist. I oppose that. Military governments, established for an indefinite period, divide the people into the vanquishers and the vanquished, and spur hatred rather than restore affection. Even more important to my principles, the policy of military rule over a conquered territory implies that the States whose inhabitants may have taken part in the rebellion had ceased to exist. I reject that. I believe no state ever actually left the Union. Their functions were merely suspended.
ENSEMBLE, SMITH, DOWNING/(Pro-Stevens)
(Chanting ) Stevens! Stevens! /Stevens! Let’s hear from Mr. Stevens!
STEVENS
/In Reconstruction, there can be no reform if the southern states have never left the Union. But reform must be effected –the foundation of their institutions must be broken up and relaid, or all our blood and treasure have been spent in vain. This can only be done by holding and treating them as a conquered people in conquered territory, not as citizens of the former states. Under the Constitution, Congress – not the president-- has full power to legislate for territories.
ENSEMBLE MEMBER/ (pro-Stevens)
No rebels in the Union!
ENSEMBLE MEMBER (pro-Stevens)
No traitors!
SOLDIER
Let the president speak! He talks sense!
JOHNSON
I have acted to restore the rightful roles of the national and state governments. Under my direction, provisional governors have been appointed for the States, conventions called, governors elected, legislatures assembled, and Senators and Representatives chosen--
ENSEMBLE MEMBER/(pro-Stevens)
--That’s up to Congress!
JOHNSON
Ignore those agitators!
ENSEMBLE MEMBER/ (pro-Stevens)
Leeches!
ENSEMBLE MEMBER/(pro-Stevens)
Parasites!
ENSEMBLE (several/pro-Johnson)
Lock them up! / Lock them up!/Lock--
JOHNSON
/The courts have been reopened / the post office and custom houses put back to work.
And to try to remove all danger, I have felt it incumbent on me to assert one other presidential power --the power of pardon. President Lincoln last year pardoned hundreds of confederates; I plan to pardon thousands more ---
ENSEMBLE MEMBER (Pro-Stevens)
No more pardons! No more!
JOHNSON
--yes, thousands of pardons – and, I also plan to restore to its rightful owners the land confiscated by the federal government and given to the Negroes—
SMITH
--He can’t do that! Congress already gave that land to the freedmen!
Soldier moves closer to Smith and Downing.
SOLDIER
Of course he can!
ENSEMBLE MEMBER/(pro-Stevens)
Johnson should be sued!
SOLDIER
He can’t be sued. He’s the President!
DOWNING
The President is not above the law.
SOLDIER
He is the law! Listen!
JOHNSON
--Then all parties, I have no doubt, will be able to work together in harmony…Further reuniting us beyond all power of disruption will be the ratification of the 13th amendment. This amendment removes slavery, and makes of us once more a united people, renewed and strengthened, bound more than ever to mutual affection and support. With this amendment adopted, the Southern states will resume their place in Congress and thereby complete the work of restoration. We can now proclaim, “The Constitution as it is! The Union as it was!”
ENSEMBLE (Pro-Johnson)
Cheers and whistles.
STEVENS
I must address the president’s comments about the land given to the freedmen. It is property seized from the rebels, the plantation owners who made their wealth from the labor of the human beings they enslaved. Then they committed treason, starting a long war that cost hundreds of thousands of lives of people loyal to our country. In my judgment, we shall not even approach justice until we have given every adult freedman a homestead on the land where he was born and toiled and suffered. Until they have this, we shall receive – and we deserve-- the censure of mankind and the curse of Heaven.
ENSEMBLE, SMITH, DOWNING/ (Pro-Stevens)
Cheering and whistles interrupt Stevens.
STEVENS (Con’t.)
--Now I want to discuss representation. Under the president’s policy of Restoration, every rebel state will send rebel representatives to Congress -- former slaveholders, secessionists and traitors, and they will control Congress and the White House. This is another reason we cannot let Andrew Johnson’s Restoration plan prevail! Instead let us build on the broad platform of “reconstructing” the government out of the conquered territory into new and free states where every person, regardless of race, shares equally in the fruits of liberty. Together let us fight this last and greatest battle for freedom!
ENSEMBLE/ ALL
Supporters of both Stevens and Johnson in the crowd break into yells, cheers, whistles, and shouts of “Stevens!” and “Johnson!”
Light down. Spot up on Soldier downstage.
SOLDIER
My family, we come here poor from Ireland – County Kilkenny to be exact – and nobody never gave us nothing. My dad died from the coal mining, I’m sure of it. Coughed his way to the grave. Our mum brought us – all 8 kids – to New York to save us from that. We lived in the Five Points – the dumps -- until she died of the cholera. I didn’t want to go to war, but I had no good work, so I figured why not go. My pals were signing up and I went with them. Don’t get me wrong – I got nothing against the Negroes... I never went near them draft riots during the war. They was killing people, especially the coloreds, and then it spread. It wasn’t right. But I can understand – the rich folk paid $300 and their boys got off. It’s always like that, ain’t it? The rich start the war, the poor fight it. I can’t explain how those riots got so out of hand. Something just exploded in the poor whites, feeling like there wasn’t nothing for us.
Beat. Soldier puts his canteen away and straightens his uniform, preparing to exit.
SOLDIER (Con’t.)
I’m sick of the Radicals. I didn’t fight for the Union to see the blacks take over and run this country, but that’s the way things are going, if you ask me. Slavery was wrong, but now it’s over. They got their freedom, now let ‘em go out and work -- become real Americans.
Blackout. Soldier exits.
Now's The Time Video: Lesson Two
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oercommons
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2025-03-18T00:36:37.165919
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"title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum",
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15th Amendment
Civil Rights Act of 1865
First Reconstruction Act of 1867
Mississippi Black Codes
3. Black Codes, Violence and Legislative Response
Overview
Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America.
Now's The Time Lesson Plan 3: Scenes Three and Seven
Students will need a working understanding of the role of the Freedmen’s Bureau. If you have not covered this in class make sure to go over the talking points.
Purpose of Freedmen's Bureau
Act to Establish a Bureau for the Relief of Freedmen and Refugees
Function of Freedmen’s Bureau:
Settlement, education, health care, reunification of families, “40 acres and a mule”
Some talking points to consider:
- At its height the Freedmen’s Bureau employed only 900 people
- Emancipated population: 4,000,000
- What were the challenges facing these displaced people?
- Economic insecurity, lack of formal education due to laws banning educating enslaved people, racism, discrimination, violence
- Black citizens actively engaged in promoting the welfare of their communities by: Raising money and organizing to build churches and schools, holding political conventions to mobilize politically and fight for representation, building autonomy in their communities
STEVENS: You’ve read the newspaper reports – Black Codes are being enacted by one southern state after another … families sold into indentured servitude – that’s slavery by another name!
DOWNING: The police, all white, mostly Irish, brawled with a few colored soldiers who were in town for a little fun. Rumors flew, and white mobs went on a deadly rampage. There’s hardly a black man, woman or child left in the city. They’re dead, dying or have fled in terror. The newspaper reports are almost too -- vivid --to read.
OBJECTIVES:
- Students will gain an awareness of how southern whites continued to subvert the freedom granted by legislation during Reconstruction by enacting Black Codes to gain control over free-labor and social order.
- Students will examine increased violence in areas of the South targeted against Black citizens and how these racially motivated acts of terrorism mobilized Congress to act.
- Students will determine how Congress legally expanded the protection of civil rights and citizenship through legislation such as: Second Freedmen’s Bureau Act, Civil Rights Act of 1866, 14th Amendment, 15th Amendment, and the Reconstruction Act of 1867.
- Students will use primary and secondary sources to examine the event known as the Memphis “Race Riot” or the Memphis Massacre.
KEY TERMS/PEOPLE:
- 13th Amendment
- Freedmen’s Bureau
- Black Codes
- 2nd Freedmen’s Bureau Act
- Civil Rights Act of 1866
- Memphis Massacre
- Reconstruction Act of 1867
- Military Reconstruction
- Thaddeus Stevens
- William Pitt Fessenden
- George Downing
- Lyman Trumbull
- President Andrew Johnson
- Veto
PRIMARY SOURCE MATERIAL:
MS Black Codes
13th Amendment
Second Freedmen’s Bureau Act
Civil Rights Act of 1866
Reconstruction Act of 1867
14th Amendment
15th Amendment
"Johnson's Reconstruction and How It Works" Political Cartoon
Congressional Report 1866 Memphis Riot
ACTIVITY: Black Codes and Reconstruction Legislation
PART 1:
Students will read the Black Codes enacted in Mississippi and answer the following questions:
- When were Black Codes enacted?
- Who was behind the enactment of Black Codes?
- Why were Black Codes enacted?
- Who was in charge of enforcing Black Codes?
- How do the Black Codes undermine the concept of free-labor?
ACTIVITY: Whole Class Discussion and Small Group Work with Presentations
As a class, review the Black Codes enacted in Mississippi. Note that these Black Codes were the first to be instituted and considered the one of the most repressive. Ask students to reflect on why: demographics, length of Union presence, success of Black communities, etc. Once students are confident in their understanding of the motivations behind the enactment of Black Codes and their role in “restoring” previous systems of labor control and control of social order, divide students into smaller groups to read through the texts and summaries of the Second Freedmen’s Bureau Act, the Civil Rights Act of 1866, the Reconstruction Act of 1867, and the 14th Amendment. Ask students to create a presentation to explain the context of their assigned piece of legislation.
Students should be able to answer the following questions:
- When was this bill/act/amendment written?
- Who is considered the author of the bill/act/amendment?
- What are the key provisions of the legislation and how do they respond to the Black Codes or reports of increasing violence?
- Who supported the effort to pass this legislation?
- Who opposed the effort to pass this legislation?
- What were the significant amendments or changes of language to this bill/act/amendment?
- After the Congress passed this piece of legislation, what was the response in the South?
ACTIVITY: The Scourge of Violence: The Memphis Massacre:
CONTENT WARNING:
The accounts of the Memphis Massacre are intense and include sensitive subject matter. There are graphic and detailed descriptions of racially motivated violence that includes abuse, death, sexual assault, racism, racial slurs, etc.
Connecting to the Script:
In Scene 7 of Now's The Time, Downing, Stevens and Fessenden talk about the news reports coming out of Memphis regarding the event known as The Memphis Massacre. Downing urges Stevens to convene a Congressional inquiry and both Stevens and Fessenden agree to send investigators. Those investigators draft the Congressional Report on the Memphis Massacre.
As a class, watch or perform the first half of Scene 7. Introduce the topic of the Memphis Massacre to the students. Then, students will read various eye witness accounts of the Congressional Report on the Memphis Massacre. Assign specific accounts to small groups of students and ask them to summarize the account and to provide their analysis of the account for the class.
- What is the name of the witness?
- Provide a description of the witness: Age, race, gender, occupation, etc.
- What was their experience?
- Who did they feel was at fault?
EXTENSION ACTIVITY: Podcast
Students will work in small groups to research an event that occurred during Reconstruction in response to Black Codes, new federal legislation or reports of racially motivated violence that occured in the South OR the North during Reconstruction. Students will then work together to write a script for a short podcast utilizing both primary and secondary sources that they uncovered while completing the research. Students should include reflections on how the event was perceived in the past versus how it has been interpreted throughout history and in the present day. How is this event remembered or commemorated today? If not, why?
STUDENTS will need to FACT CHECK their script and get instructor approval!!! Give students the opportunity to record and edit their podcasts and make them available for the whole class to engage with in order to gain a greater awareness of these events and their historical context and significance.
EXTENSION ACTIVITY: The Past Informs The Present
While the Reconstruction Era saw some of the most radical legislation in our nation's history with the 13th, 14th, and 15th Amendments, the enactment of black codes, violence and lack of political will to enforce laws that protected Black citizens culminated in the rise of Jim Crow. From the end of Reconstruction to the mid 1960s, Jim Crow laws and attitudes dominated the South and left Black citizens disenfranchised from the political system and the victims of the racially motivated terror and extreme violence. These deep scars are still experienced today.
Ask students to identify a moment in recent history when these issues have come to light and have them reflect on the following questions:
- How do these moments compare to the events during Reconstruction?
- Where has progress been made and where do we as a society and a nation need to focus our attention to address racially motivated discrimination and find lasting and comprehensive solutions?
- What impact has learning about Reconstruction made on how you view the present?
Now's The Time Script: Scenes Three and Seven
NOW’S THE TIME written by Jean Bordewich
SCENE THREE – THE ACCIDENTAL PRESIDENT
Date: 1865
Location: The Members’ Restaurant in the U.S. Capitol
Characters: Stevens, Fessenden, Downing, Ensemble (others in restaurant)
Senator Fessenden and Congressman Stevens are sitting at a table in the busy, crowded restaurant, which is bustling with a raucous mid-day crowd of Congressmen and Senators; tables covered in white tablecloths groaning with platters of wild game, oysters, and meat; the room redolent with whisky, cigars and sweat. Stevens is irate, talking loudly and nonstop. Fessenden thrusts and parries Stevens’s voluble verbal volleys and aggressive gesticulations. Fessenden is nursing a cup of tea, Stevens a glass of beer.
STEVENS
Johnson is a disaster!
FESSENDEN
Andy was –
STEVENS
--Andy is -- a traitor! You’ve read the newspaper reports – Black Codes are being enacted by one southern state after another…. families sold into indentured servitude—that’s slavery by another name! Forbidding freedmen from owning property or pursuing their trade. Black men, women and children merely accused of stealing a bale of cotton or a horse or even food – can be hanged! Meanwhile, whites murder blacks in cold blood and get off scot-free--
FESSENDEN
--Thaddeus!
STEVENS
--Johnson hasn’t lifted a finger to help. Instead he’s ordered Union troops in the South to stand down! “Let the locals handle things. It’s a civil matter,” he says. It’s shocking!--
FESSENDEN
--Are you finished?
STEVENS
--The freedmen are pouring off the old plantations by the tens of thousands. Where are they to go? Johnson will dismantle the Freedmen’s Bureau – which you and I fought hard for -- – just when the freedmen need it most. And that’s just the beginning of what he will do—
With precise movements, Fessenden dabs his lips with his linen napkin and takes a drink, coolly ignoring Stevens.
FESSENDEN
My, that is excellent tea. Floral.
STEVENS
--Don’t try to shut me up, Pitt! We must stand together against Johnson!
Downing enters.
FESSENDEN
I’m not trying to shut you up -- I’m trying to bring you back to reality! Are you quite through?
Sensing the growing tension, Downing smoothly approaches the table and speaks to Fessenden in his most charming and genial manner.
DOWNING
You have a discerning palate, Senator.
FESSENDEN
Oolong?
DOWNING
Indeed, a fine Chinese Oolong.
STEVENS
Pitt, this is Mr. George Downing, the new proprietor of our restaurant.
Fessenden stands and courteously shakes Downing’s hand.
FESSENDEN
Congressman Dixon told me he had persuaded the best restaurateur in Rhode Island to run our dining room, though I don’t know why he’d want his home state to lose you.
DOWNING
The idea was mine. I wanted to be close to great men, such as you, to persuade you to bend the course of events for the benefit of my race. Thank you for all you have done for the Union and the freedmen.
FESSENDEN
Indeed, more remains to be done.
Fessenden sits but Downing remains standing.
DOWNING
I understand abolition runs deep in your family.
FESSENDEN
My father instilled it in all of us. My brothers and I embraced it, and our children did, too. Three of my sons fought for the Union.
STEVENS
His eldest, Samuel, died in the Second Battle of Bull Run.
DOWNING
My deepest condolences.
Beat. Fessenden looks away.
STEVENS
(To Fessenden) Mr. Downing was instrumental in recruiting men for the colored troops-- but only after the governor guaranteed in writing they would receive fair and equal treatment. And he worked with Mr. Frederick Douglass against the Fugitive Slave Law.
FESSENDEN
I’m surprised our paths have not crossed before.
DOWNING
I am pleased the time has finally come. Mr. Douglass is the eloquent public voice of our work. As a businessman, I have applied myself to organizing and fundraising. But now the fight for equality has shifted from the battlefield to Congress.
FESSENDEN
We have no black representatives here yet – though I trust Reconstruction will change that. Our cause will benefit from your counsel.
DOWNING
I am eager to offer that. Now I will leave you gentlemen to resume your argument, but not on an empty stomach.
STEVENS
(to Fessenden)
You don’t want to miss the beef and oyster pie, Pitt. Mr. Downing’s family is the biggest in the oyster business. I’m having that.
DOWNING
What shall I ask the waiter to bring you, Senator?
FESSENDEN
Just another pot of this excellent tea.
STEVENS
(rolling his eyes)
Not your stomach problems again, Pitt. You need to eat!
FESSENDEN
(to Downing)
I’ll try your fine oysters another time.
Downing nods and exits. Fessenden refocuses on Stevens.
FESSENDEN
About Johnson. Remember he was steadfast, a bulwark for the Union during the war--
STEVENS
(cutting Fessenden off -- and their tempo picks up)
-- Hopelessly stubborn and--
FESSENDEN
--And the only Southern Senator to stick with the Union. Give him that!
STEVENS
Pig-headed!--
FESSENDEN
--Courageous as Lincoln’s military governor of Tennessee--
STEVENS
--A mule!
FESSENDEN
Lincoln didn’t think he could win the border states without him, and he was probably right!
STEVENS
It was all ambition for Andy. He never had a Republican heart.
Beat.
FESSENDEN
He’s always cordial to me personally.
STEVENS
That’s irrelevant.
FESSENDEN
Perhaps. But I also respect him, grudgingly.
STEVENS
Grudges! He’s all grudges and self-pity. He’s as filled with hate for the black man as--
FESSENDEN
--As you are for the rebels!
STEVENS
It’s not the same! The freedmen are innocent, while the insurrectionists are guilty of the most abominable crimes!
FESSENDEN
Calm down. He’s president now----
STEVENS
--an accidental one! You’ve heard his slogan - “The Constitution as it is, the Union as it was!” It’s appalling!
FESSENDEN
We need to give him a chance, work with him, guide him, bring him along with us on our path to Reconstruction—
STEVENS
--That donkey will never accept the bridle.
FESSENDEN
And neither will you! Your headlong rush to judgment is as much a danger as he is.
STEVENS
Surely you see where he’s headed.
FESSENDEN
There are rules and standards for how things are to be done, even in politics. I think we should follow them.
STEVENS
I did. I wrote after his inauguration asking him to suspend any presidential actions on Reconstruction until Congress was back in session. I never heard from him. He’s determined to ignore Congress altogether!
FESSENDEN
Congress? Or just you?
STEVENS
Johnson’s intent to usurp the entire Congress is very clear.
Stevens shows Fessenden a sheaf of papers.
STEVENS (Con’t.)
Here! I’ve drafted a set of impeachment articles.
Fessenden is clearly taken aback. He looks around to see who might be listening to Stevens’s shocking declaration.
FESSENDEN
Impeachment? Congress has never impeached a president.
STEVENS
Surely you aren’t bowing down to that tyrant!
FESSENDEN
Don’t insult me. I’ve stood up to worse than him and you know it!
STEVENS
Look, Johnson poses a mortal threat to Reconstruction. We owe it to the Union soldiers and their families to see the job through.
Fessenden’s temper rises as Stevens continues to push him.
FESSENDEN
I have never wavered on what I know is right. You can’t deny that. We’ve worked together tirelessly, you in the House, me in the Senate. We financed the war, raised our troops, wrote the civil rights bill --- and passed one Reconstruction bill after another. Even when I felt your tactics were heavy-handed, I went along out of principle.
Fessenden gestures aggressively at Stevens.
But now you’ve gone too far!
STEVENS
Andy doesn’t believe he has to obey those laws that you and I pushed through Congress. He’s a cancer that must be cut out before it’s too late.
FESSENDEN
He’s only been in office a few months. Stop rushing things.
Stevens shakes the papers at him.
STEVENS
Impeachment cannot wait any longer!
Stevens slams the papers down on the table, but Fessenden knows he has the upper hand.
FESSENDEN
You don’t have the votes. Not even in committee.
STEVENS
No.
Fessenden places his napkin on the table.
FESSENDEN
So…let’s not rush to condemn Andy.
Fessenden pushes back his chair and stands, signaling the meeting is over.
FESSENDEN (Con’t.)
He’s not completely unreasonable.
Blackout.
SCENE SEVEN – THE FOURTEENTH AMENDMENT
Date: June 1866, mid-afternoon
Location: The Members’ restaurant in the U.S. Capitol
Characters: Stevens, Downing, Fessenden, Ensemble.
Stevens is seated at a table in the lightly populated restaurant. Downing approaches with a newspaper tucked under his arm. Stevens points for Downing to sit down at the table. Downing hesitates, remembering it’s not customary for him to do so, then does.
STEVENS
I’m waiting for Senator Fessenden, but until he arrives ---
Downing pulls out the newspaper.
DOWNING
--Have you heard the news from Memphis?!
STEVENS
A little.
DOWNING
Senseless carnage against an entire community that was powerless to defend itself.
STEVENS
What do you know from your sources?
DOWNING
The police, all white, mostly Irish, brawled with a few colored soldiers who were in town for a little fun. Rumors flew, and white mobs went on a deadly rampage. There’s hardly a black man, woman or child left in the city. They’re dead, dying or have fled in terror. The newspaper reports are almost too -- vivid --to read. Like this one:
Downing reads a newspaper article aloud.
“Dead bodies of Negroes were found here and there in the streets. The violence during the night had been altogether committed by the whites. Indeed, it is said firemen set some of the houses on fire and that numbers of the police joined the rioters. They burned the schools and attacked the teachers-- “A colored girl named Rachel Hatchell, a scholar…who was running out of a burning house… was hunted down, shot and thrown into the fire. Her body lay in the ashes … burned to a crisp, except her head and shoulders. Someone had kindly thrown a shawl over this horrid spectacle.”
Stevens pounds his fist on the table.
STEVENS
This cannot go unanswered by Congress!
DOWNING
Convene a Congressional inquiry -- now, while the evidence is fresh. Find out who committed these crimes. Discover which local authorities refused to stop it – and punish them all!
STEVENS
I’ll send my committee’s investigators to Memphis tomorrow. We’ve got to get to the bottom of what happened.
DOWNING
Something also has to be done about Johnson. Federal troops belatedly ended the massacre, but he’s pulling them out. Every Black person in the South could be murdered and he would not care!
STEVENS
I want him impeached!
DOWNING
Even that’s not enough. You must put the right to vote for black Americans into the Constitution. Iron-clad. And soon. Then my people can run for office and elect people who will protect us.
STEVENS
Johnson’s fighting the new Constitutional amendment with everything he’s got, and ---
Downing spots Fessenden entering the dining room.
DOWNING
-- (sotto voce) Senator Fessenden is on his way to the table.
Downing stands.
STEVENS (Con’t.)
--And even the Senate is dragging its heels on black suffrage.
Fessenden arrives at the table.
FESSENDEN
Hello, Mr. Downing. A glass of your fresh summer lemonade for me, please.
DOWNING
Good day, Senator.
STEVENS
I trust you will explain to Mr. Downing and me why the Senate is holding up the constitutional amendment – at a time when black families are being hunted down, murdered and even burned out of their homes.
DOWNING
Please don’t tell us the Senate is wavering on black suffrage!
FESSENDEN
We will do the best we can under the circumstances.
Fessenden sits down
DOWNING
The circumstances, Senator, are getting worse by the day for my people. Union troops were held back while local police joined in the killing. 46 blacks and 2 whites are dead. 91 homes and every school and church in the black community were burned to the ground.
FESSENDEN
My God.
STEVENS
I’m sending my committee there tomorrow.
FESSENDEN
I’ll dispatch Senate investigators with yours, Thaddeus. We need all the facts.
DOWNING
(to both Stevens and Fessenden)
Respectfully, facts aren’t enough. For you, these are horrible statistics. For me, it’s much more. Three of the murdered soldiers are men I recruited for the Black Union regiments. I knew them and I loved them.
FESSENDEN
Please accept my condolences, Mr. Downing, and extend sympathy to the families – from the entire Congress.
DOWNING
We don’t need condolences. We need change!
FESSENDEN
Their murders are unforgivable. We must stop the violence!
DOWNING
The way to stop the violence is to amend the Constitution and guarantee us the vote.
FESSENDEN
I am here to discuss exactly that with Mr. Stevens. But I haven’t much time. The Congressman and I need to talk.
DOWNING
I understand.
Downing backs away.
DOWNING (Con’t.)
Someone will bring your lemonade, Senator. What kind of tea would you like, Congressman?
STEVENS
Gunpowder. And make it strong.
FESSENDEN
The Senate won’t pass the amendment with your language.
STEVENS
Specifically ---
FESSENDEN
The section requires voting rights for every black man before a rebel state can return to Congress. We’ve—
STEVENS
--You’ve watered that down--
FESSENDEN
--We’ve drafted a compromise.
STEVENS
Didn’t you hear Mr. Downing? We cannot compromise on this.
FESSENDEN
I have lined up the votes for passage in the Senate by excluding suffrage and keeping the amendment race-neutral.
STEVENS
Nothing is race neutral! Our whole society revolves around race and the whites’ hatred of the black man!
FESSENDEN
The amendment grants citizenship to every person born here or naturalized. Everyone knows that includes former slaves, but the language is not explicitly about race.
STEVENS
You should remind your wavering Republican colleagues that our party needs black voters in the South to win the next election.
Fessenden places the draft of the 14th amendment on the table and points to the text.
FESSENDEN
Here. Let’s review what is included. Section One – Citizenship and equal protection under all the laws, federal and state.
STEVENS
You mean life, liberty and the pursuit of happiness – if you’re white.
FESSENDEN
Damnit, Thad! You know that was hard for me to get. Even some Senators in our own party hate it.
STEVENS
And the president’s veto?
FESSENDEN
The amendment will bypass him. We wrote language to send the amendment directly to the states for ratification. I believe no rebel state should be allowed back into the Union – or given a representative in Congress – until it adopts the amendment. The rebels won’t like that, but I believe it’s essential.
Stevens scans Fessenden’s text.
FESSENDEN (Con’t.)
Your version was trying to do too much in a single Constitutional amendment.
STEVENS
Voting – for black men only, not even women – is too much ?
FESSENDEN
Right now, for my Senate colleagues, yes.
STEVENS
And Memphis? Isn’t the Senate outraged?!
FESSENDEN
Not outraged enough to force black suffrage on the states.
STEVENS
In our joint committee, you and I investigated more than 100 reports -- on the ground -- of savagery -- whippings, torture, murder – against black Americans across the South. We concluded that allowing ex-Confederates to rule in their former states is a policy of madness and folly. And that was before Memphis. You chaired that committee.
FESSENDEN
I wrote the report.
STEVENS
But---
FESSENDEN
--But conditions are volatile. Senators don’t want to inflame things further right now. You know what’s going on. Republicans are united in ending slavery, even using our troops to protect the suffering people in the South. And we support their desire to vote. But it’s hard to overcome the belief – rooted in the Constitution -- that the federal government should leave control of the voting franchise to the states.
STEVENS
That is why we must change the constitution, with this amendment. All black men vote -- for starters. Then women.
FESSENDEN
Senators are saying, “If we force that on the South, what could the federal government force on our own states?” You know many northern states don’t let blacks vote either. And women voting – forget it – most women don’t even support that. I’m warning you – an amendment that’s too extreme will split our Republican caucus right down the middle. Let’s agree on language that’s less provocative --
STEVENS
--Weaker--
FESSENDEN
Not weaker. Less contentious. More durable. Something we can build on. Something that can pass.
Beat. Stevens picks up the draft amendment.
STEVENS
Will this hold our party together?
FESSENDEN
Take what we can get now – citizenship, equal protection under all the laws. It’s a lot. We can push suffrage later. Now is not the time for that!
Stevens contemplates the text.
STEVENS
I’m an old man. I haven’t much time left. In that, I am in sympathy with the Black man. Without real political and economic power, he hasn’t much time left either.
Stevens leans close to Fessenden
STEVENS (Con’t.)
Voting rights. Guaranteed. Now.
Beat.
FESSENDEN
If the House doesn’t accept the Senate version, the entire amendment is dead.
Blackout.
Now's The Time Video Lesson Three
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oercommons
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2025-03-18T00:36:37.246130
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https://oercommons.org/courseware/lesson/95593/overview
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15th Amendment
Andrew Johnson Papers: "Interview With a Colored Delegation Respecting Suffrage"
Poetry: Frances Ellen Watkins Harper
The Fight For Suffrage_ Notable Leaders_Historical Figures
"We Are All Bound Up Together"
"What The Black Man Wants"
4.The Campaign for Suffrage
Overview
Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America.
Now's The Time Lesson Plan 4: Scenes Four, Five, and Fifteen
PRIMARY SOURCE MATERIAL:
Francis Ellen Watkins Harper “We Are All Bound Up Together”
Frederick Douglass “What the Black Man Wants”
DOWNING: We will urge him to forge a powerful new political coalition of enfranchised freedmen and poor whites –which will gain its power from granting Black men the right to vote—
SMITH: --Black men?
SMITH: You’re wrong about them. And about the vote for women. Women could be part of that powerful new political coalition you want the president to embrace. That would be strategic!
DOWNING: Surely you know women’s suffrage is – I mean, is considered by most – and certainly by the president – as --as -- an extreme policy.
OBJECTIVES:
- Students will analyze primary source material and be able to articulate the aims of Black leaders that were campaigning for suffrage during Reconstruction.
- Students will recognize the discrepancy between the arguments for Black male suffrage and universal suffrage.
- Students will demonstrate understanding of the primary arguments underlining the necessity of suffrage.
KEY TERMS/PEOPLE:
- Enfranchisement
- Universal suffrage
- 14th Amendment
- 15th Amendment
- Lydia Hamilton Smith
- Francis Ellen Watkins Harper
- Frederick Douglass
- Thaddeus Stevens
- National Equal Rights League
- American Equal Rights Association
ACTIVITY: Primary Source Analysis
Students will read Francis Ellen Watkins Harper’s “We Are All Bound Up Together”.
In partners or small groups students will work together to answer the following questions.
- What is the primary argument of Harper’s speech for why women need the right to vote?
- How did the death of her husband impact her life and leave her vulnerable in society?
- What argument is she making about the dangers of inequality?
- In her view, what is the true measure of the success of revolution?
- What is she referring to when she states, “you are good enough for soldiers, but not for citizens”?
- How does she address segregation?
ACTIVITY: Primary Source Analysis
Students will read Frederick Douglass’ “What the Black Man Wants”.
In partners or small groups students will work together to answer the following questions"
- How does Douglass explain freedom?
- What does Douglass say about enfranchisement? Explain what he means.
- What would denying the right to vote mean to the aims of the Union?
- Why does Douglass argue that suffrage should not be delayed?
- How does Douglass feel about universal suffrage?
- What would suffrage provide in terms of opportunity according to Douglass?
- What does Douglass assume about the prospect for the attitudes in the South to change?
- Does Douglass believe that southern society will acquiesce to a new system of law? Why or why not?
- What role does Douglass say the Black citizens of the South will play in supporting the Government?
- Who does Douglass say are our “only friends in the South”?
CONNECTING TO THE SCRIPT:
PART 1: Throughout Now’s The Time, the playwright explores George Downing's efforts to secure suffrage rights for Black men and his preparation for the meeting with President Johnson with the delegation from the National Convention of Colored Men in February of 1866. In Scene 5, the audience gets a glimpse of this meeting. Have the students watch or perform Scene 5 and then have them read the account of the meeting from Johnson’s papers.
Ask students to reflect upon the remarks of Downing, Douglass and Johnson.
- How does the script reflect the historical record?
- What impressions do you have of President Johnson after reading the script and looking at the historical record of his meeting with the delegation from the National Convention of Colored Men?
PART 2: The playwright utilizes the conversations between George Downing and Lydia Hamilton Smith to highlight an important debate of the time regarding suffrage: suffrage for all men or suffrage for all.
- How does the character of Lydia Hamilton Smith present her argument to George Downing?
- How does Downing first react to her position?
- How does Smith work to persuade Downing to consider her argument?
- How does Smith communicate both her disappointment and her hope?
- What is the 15th Amendment?
- Who gained suffrage with the 15th Amendment and who did not?
- How long would women have to wait for legal universal suffrage?
- How long would Black women have to wait for voting rights protections?
- How do you feel about Lydia Hamilton Smith's journey in the play?
- How do you feel about women being denied suffrage at this time?
ACTIVITY: Biography/Creative Writing
Francis Harper was an accomplished writer and poet. Her poems serve as a reflection of her observations and her wishes to enact change.
Read from selections of Francis Harper's poetry:
Ask students to identify a historical figure that was part of the suffrage movement during Reconstruction. Students will research their figure and will create a short creative writing or artistic piece that reflects their biographical research. *list provided in resources
Students should address the following in their research:
- Who is your historical figure?
- Where were they born?
- When were they born?
- What is their connection to the cause of suffrage?
- Were they part of a specific suffrage group? If yes, identify and explain.
- Did this person support universal suffrage?
- Did this person support the passage of the 14th and 15th Amendments?
- How was this person perceived by their peers?
Students can be free to write a monologue, a poem, a speech, etc. to capture the story of these too often unsung and unknown Americans and their fight to push for suffrage.
EXTENSION ACTIVITY: Civic Engagement
Ask your students to identify a political issue that they feel strongly about and give them the opportunity to create a written piece (monologue, speech or poem) that examines their concerns and feelings towards this issue. Is there an action they can take to promote their viewpoint?
Now's The Time Script: Scenes Four, Five and Fifteen
NOW’S THE TIME written by Jean P. Bordewich
SCENE FOUR – WOMEN MUST BE HEARD
Date: Early February 1866
Location: The Stevens home in Washington, DC
Characters: Downing and Smith
Lights up on Smith at the piano in the living room of the Stevens home. Teacups and teapot are on a table. Downing arrives shaking off the cold as he removes his hat, coat, gloves, etc. and Smith hangs them up. Downing is confident, curious, energetic, has a hard time sitting still for long, likes to see what’s going on all around him, whether in the restaurant he manages or visiting someone’s home for the first time. Throughout the scene he is in motion, or wants to be.
SMITH
Thank you for coming here.
DOWNING
My pleasure. I have wanted to get to know you -- and Mr. Stevens -- better.
SMITH
Please have a seat. I’ll pour.
Smith pours tea. Not sitting immediately, Downing walks around, examines a picture on the wall and caresses the piano.
DOWNING
Who plays?
SMITH
I do.
DOWNING
And that picture?
SMITH
A drawing of Mr. Stevens’s foundry in Pennsylvania.
DOWNING
I heard the Confederates set fire to it during the war.
SMITH
You seem to know a lot about his business.
DOWNING
It’s my job to know my customers--
SMITH
I see.
Smith offers him tea.
DOWNING
What’s on your mind? How can I help?
SMITH
I wouldn’t feel comfortable talking about this in the Capitol dining room, even if you did admit me without the Congressman.
DOWNING
My staff can operate the restaurant very well without me for a few hours.
SMITH
All right. I have – I have heard that you plan to take a delegation to the White House.
DOWNING
Now you seem to know a lot about my business. I thought we’d kept this pretty quiet.
SMITH
You have.
Beat.
DOWNING
Well, as you already seem to know, I have carefully selected a group of 13 business men – 12 Black and one white – from a cross-section of states, to make our case.
SMITH
Were you invited?
DOWNING
No.
SMITH
Have you requested an appointment?
DOWNING
We tried. No response. We are going anyway.
SMITH .
Be careful. You may not realize what you’re getting into.
DOWNING
What do you mean?
SMITH
You’re new to Washington, and the politics are very complicated, especially with President Johnson. For years you’ve worked for our people without drawing public criticism. Is it wise to put yourself into the president’s line of fire now?
Beat. Downing, slightly irritated, paces.
DOWNING
Mrs. Smith. Last year I placed everything on the line --everything I am, everything I own, everything I possess -- to put myself in the center of power. I asked my wife and ten children to give up a very comfortable life in Newport to move here… Our mansion on Belleview Avenue near the ocean. My successful businesses. A circle of accomplished friends and acquaintances. A place in society. I even jeopardized my campaign to integrate the Rhode Island public schools.I am not a soldier and I did not serve in the war. Sometimes I regret that. But once the rebel states were defeated, I knew I was called to fight here, now, in the corridors of power, whatever the cost, for as long as it takes.
SMITH
But pick your battles. The president is – erratic.
DOWNING
I have spent months organizing this delegation and I am not backing down now.
SMITH
Have you talked with Mr. Stevens about your plans?
DOWNING
No. I am careful what I say in the restaurant, and I have not seen him privately.
SMITH
Do you plan to tell him?
DOWNING
We prefer to act on our own.
SMITH
I understand but—
DOWNING
--And his relationship with the president is –
SMITH
--Poor.
DOWNING
That’s what I have heard.
SMITH
What are you going to say to the president?
DOWNING
We will urge him to forge a powerful new political coalition of enfranchised freedmen and poor whites –which will gain its power from granting Black men the right to vote—
SMITH
--Black men?
DOWNING
Yes, from all over the country.
SMITH
What about women?
DOWNING
That would muddy the waters. We must be strategic.
SMITH
Strategic. That’s an excellent description of Susan B. Anthony and Harriet--–
DOWNING
-- Miss Anthony?
SMITH
Yes. And Harriet Purvis and Frances Watkins Harper and --
DOWNING
--Many consider Miss Anthony to be … abrasive –
SMITH
--And Mrs. Harper?
DOWNING
--Strident...too outspoken.
SMITH
Courageous.
DOWNING
Unwomanly.
SMITH
You’re wrong about them. And about the vote for women. Women could be part of that powerful new political coalition you want the president to embrace. That would be strategic!
DOWNING
Surely you know women’s suffrage is – I mean, is considered by most – and certainly by the president – as --as -- an extreme policy.
SMITH
And what do you think?
DOWNING
--In principle, I mean philosophically, yes, women should be able to vote someday -– but we must start with black men.
SMITH
You mean you are afraid to stand up for us now that it is actually possible.
DOWNING
Surely you know it’s not politically viable now.
SMITH
Surely you know nothing is possible unless you try.
Beat.
SMITH (Con’t.)
I want to go with you to meet the president.
DOWNING
My dear Mrs. Smith. That’s… that would be quite---
SMITH
Quite?
DOWNING
Unexpected. Black men are rarely seen inside the White House, other than as servants. A colored woman who is not a domestic would be seen as – bizarre.
SMITH
Bizarre. Me. Just being there.
DOWNING
You must understand. Our delegation of businessmen must have every chance to succeed – I do not want any false steps –
SMITH
--False steps? You mean – you don’t trust me.
DOWNING
I mean your presence would distract from our purpose.
SMITH
Distract? I think my presence would strengthen your idea for a new party of whites and Blacks, men and women!
DOWNING
I don’t want you to be embarrassed.
SMITH
Embarrassed?
DOWNING
Your -- association-- with Mr. Stevens is no secret in Washington political circles. And the subject of not a little gossip.
Smith is thrown a bit off balance; power starts to shift.
SMITH
I do not concern myself with gossip, and neither should you!
DOWNING
You know the smallest thing can set off the president. We don’t need that.
SMITH
You’re being too cautious. This is the chance to make the case for women’s suffrage. Maybe he doesn’t understand how much women are counting on him, how we are working just as hard as men to rebuild our country. Once he does, he will soften.
DOWNING
(firmly) Not... this ...time.
SMITH
There won’t be another time! Women everywhere sit and smile and wait-- and wait --for what should already be ours. Not just colored women. Even your fashionable white clientele -- Mrs. Astor, Mrs. Vanderbilt –– no matter how rich, how smart, how sophisticated – it doesn’t matter. She can’t vote. What puts you ahead of us?
DOWNING
I believe you deserve it as much as I do.
SMITH
(pleading) Then please --please -- take me with you.
DOWNING
Your time will come. Be patient.
SMITH
I beg you.
Beat.
DOWNING
All right, I will bring it up with the president. I promise. But I can not let you come with us.
Blackout. Downing exits.
NOW’S THE TIME written by Jean P. Bordewich
SCENE FIVE – WHITE HOUSE CONFRONTATION
Date: Feb. 7, 1866
Location: The White House
Characters: Downing, Johnson, a White House aide, Ensemble (Downing’s delegation)
Downing stands with his delegation waiting to see the President. The president’s aide approaches, uncertain why these Black men are inside the White House.
AIDE
The way out is over there.
DOWNING
I am here with a delegation of business owners to meet with the president.
AIDE
I don’t think the president is expecting you.
DOWNING
We have been unable to secure an appointment, but we have come as other citizens often do, on a matter of great urgency.
AIDE
The colored… are not permitted.
President Johnson enters. His Aide moves to the side. Downing and his delegation are not invited to sit; everyone remains standing throughout the scene.
DOWNING
Mr. President. I am George T. Downing, owner of the Downing hotel and restaurant enterprises in Newport, Rhode Island, and New York City, and proprietor of the Members’ Dining Room in the Capitol. My colleagues and I are here to ask your support for the full enfranchisement and legal rights of Black Americans. The Joint Committee on—
Johnson cuts Downing off.
JOHNSON
--I am a great friend of the colored race. Yet your race looks down upon the poor whites – you even prefer your former masters. I risked everything for the Union! Because of the war, the colored have gained a great deal, but poor whites have lost even the little they had.
DOWNING
Mr. President, whippings, torture, and murder continue with ever greater ferocity against the former slaves. We can save ourselves only with access to the ballot box and protection from violence. You have the power to save or destroy us; to bless or blast us. We trust ---
JOHNSON
(cutting Downing off again)
--You do not know my heart! its feelings have always been for the colored man. I have owned slaves and bought slaves, but never sold one, so much have I cared for and protected them. I have been their slave instead of their being mine. I am the Moses of the colored race!
DOWNING
Your Excellency, there is now the opportunity to leave behind the terrible history of slavery. You could lead a new coalition of free, working people – black and white, men and women – who share similar economic difficulties and need a leader like you to champion their rights against the power of the former slave owners and the big financial interests in the North. You could lead a great political party representing the aspirations of a majority of Americans---
JOHNSON
(cutting Downing off forcefully)--I am not quite through. You think only about the colored, not the plight of the poor whites mired in poverty, who could never even own a slave. Before the war, it was the colored man and his master who conspired to keep the poor white man in slavery!
DOWNING
--Voting rights, Mr. President, are essential—
JOHNSON
--There will be a war of the races if Blacks ever get access to the ballot! The abolition of slavery was merely incidental to suppressing the rebellion against the Union. Now that’s done. You’ve got the Thirteenth Amendment, take it and be satisfied. The Union is now restored, and the states will decide how to handle their people. Nothing can or should ever be forced upon the majority of a community without their consent!—
DOWNING
--That was said before the war—
JOHNSON
--I am talking about a principle, a fundamental tenet in my creed that the people must be obeyed! The people in each state have the right to decide what happens there. Is there anything wrong with that?
DOWNING
There is a great deal wrong with that, Mr. President, with all respect. If the lives and liberty of black Americans are left to the whims of whites in the South, we will be divested of all political power.
JOHNSON
The national government has no right to interfere! The states have always decided what happens in their borders.
DOWNING
The very thing you want to avoid in the Southern states – a race war --can only be avoided by the very measure for suffrage that we propose. And I would like to mention growing concern for the women’s vote as well --
JOHNSON
--The suffrage question is for the people of each state to decide. Giving the vote to the black man will never happen; no, the best option for you and all the freed people is colonization.
DOWNING
I am shocked to hear Your Excellency embrace colonization, a discredited, pro-slavery theory that promotes human degradation.
JOHNSON
Go where you can create a society with your own kind!
DOWNING
Mr. President---
JOHNSON
(firmly ending the conversation) --That is all. Good-day.
Johnson turns on his heel and exits. The Aide escorts Downing and his delegation out.
Blackout.
NOW’S THE TIME written by Jean P. Bordewich
SCENE ELEVEN – IMPEACHMENT IS A HOAX
Date: February 1868
Location: Stevens home in Washington, DC.
Characters: Smith
Smith is alone at Stevens’s Washington home, laboring over a stack of opened letters at her desk. She picks one up and reads it aloud to herself.
SMITH
“Sir, we are in a deploreabil condition. Thare has been thousands of citizens of the Rebel states that has been driven away from their homes…. We cannot get justice in court. I will close hopeing to hear from you whether we can be helped or not.” The desperate letters never stop coming, but no one is enforcing Congress’s laws! There is nothing Mr. Stevens can do. He is too ill even to answer the mail. It won’t be long before I lose him. What will I do when he is gone? She touches her face, pats her hair approvingly, and runs her hands over her fashionable dress. She is pleased with what she sees. I am handsome for a woman my age. Graceful. And stylish. Intelligent. Musical. Quick at maths and letters. And I have a good head for business. I’ve made a better life for myself than most women like me. Yes, I’ve done well. But when I am honest with myself, I know I have bigger dreams. I am not old yet. More is still possible. But what? Sometimes I think about women of the future, like my granddaughter and her granddaughters and theirs, too. I see an unbroken chain of strong women --- into the next century and even the one after that. I try to imagine what their lives will be like. Do they own restaurants and hotels like Mr. Downing? Or – will there be colored women elected to Congress, serving next to men like Mr. Stevens? Are women and men studying together in schools, even colleges? What will they do that I cannot even imagine? The next step for us is the vote. It wasn’t easy to ask Mr. Downing to take me to the White House -- I’m more a behind-the-scenes person. I did it, but I was naive. The president’s not on our side. Most men aren’t with us. But if women unite, how long could it take? Ten years? Twenty? Surely no longer than that!
Smith starts to play (Chopin Mazurka, Op. 6, No. 1 in F-Sharp Minor)
Lights dim as music briefly comes up; both music and lights fade. .
Blackout
NOW’S THE TIME written by Jean P. Bordewich
SCENE FOURTEEN - BETRAYAL
Date: May 1868 – After the Senate impeachment trial vote
Location: The Senate side of the U.S. Capitol
Characters: Fessenden, Downing
Downing is so angry that he risks tracking down Fessenden in a secluded part of the Capitol reserved for Senators only. Fessenden speeds up when he sees Downing and tries to avoid him but cannot.
DOWNING
Senator Fessenden.
FESSENDEN
(tersely) What are you doing here?
DOWNING
I must speak with you.
FESSENDEN
(Curtly) I’m in a hurry –
DOWNING
I will be brief.
Fessenden points to a bench in the Senate corridor.
FESSENDEN
Let’s sit on this bench.
DOWNING
No, not there.
FESSENDEN
All right, we will stand.
DOWNING
Respectfully, others may listen here. I have an office at the restaurant where we can speak privately.
FESSENDEN
(irritated) I haven’t time to traipse to the other end of the building so you can address me in your office.
What is it you wish to say?
DOWNING
About your vote in the Senate impeachment trial yesterday –
FESSENDEN
No doubt you were disappointed.
DOWNING
Not disappointed. Devastated! The president was acquitted by one vote! I never expected you to acquit a president who has done everything possible to oppress the Black man.
Why did you betray us?!
FESSENDEN
You must understand my decision to acquit was very difficult, but I came to the judgment that in a matter as momentous as this – the first attempt to remove a president from office -- the Senate must be guided by the principles and the language of the Constitution--
DOWNING
--The Constitution! The Constitution was an immoral compromise! It defined the Black race as less than human.
FESSENDEN
(brusquely) You imagine all obstacles for the colored race will be overcome by Andrew Johnson’s early departure. I wish it were that easy. Johnson’s vicious, hot-headed supporters would call it “assassination by Congress.” Don’t provoke them--
DOWNING
--While they provoke others to murder!
Beat.
FESSENDEN
Let the elections disencumber us of Mr. Johnson.
DOWNING
My people won’t be able to vote in those elections! He and his thugs will see to it. They can’t win unless we are kept from the polls – and they know it.
FESSENDEN
Mr. Downing, we are passing through turbulent and uncertain times. The Constitution and the law have always anchored me -- through all the tumult and chaos of politics, through loss and mourning, through four years of unceasing legislative labor during the war. They are what I rely on--
DOWNING
(frustrated)
--My people will be suffocated by jurisprudence!
The Constitution can be amended. The law is sometimes wrong. But the victims of murder cannot be brought back from the dead.
FESSENDEN
The Constitution may be imperfect, but we must apply it with careful legal interpretation and enlightened reason---
DOWNING
--The Black race will be exterminated before men like Johnson give way to reason!
FESSENDEN
Indeed, Johnson has been a terrible disappointment as president – in fact, a disaster. I expected him to work with Congress, yet he has done nothing but obstruct every attempt to rebuild the Union fairly. Still, the House presented the Senate with an unprecedented request, to judge a sitting president’s fitness to remain in office. As a lawyer, I thought the evidence was one-sided, and rushed through; the entire process offended my sense of fair play, and ---
DOWNING
--The Senate is not a courtroom where the fate of a single man hangs in the balance. In Congress, you decide the destiny of us all.
FESSENDEN
(hotly) Yes, every one of us and something much bigger – the future of our very fragile Union!
DOWNING
I meant the people – my people... your people... all the people and their freedom -- were in your hands. Our hearts were trembling with hope but--you crushed it!
FESSENDEN
Don’t you understand what’s at stake? Secession and the war have dangerously weakened our government. Impeachment is yet another assault on the stability of our institutions. We may have a bad president, but his removal could have destroyed the presidency itself -- and maybe even Congress. Then who will protect your people’s freedom?
Fessenden moves his cane to the other hand.
FESSENDEN (Con’t.)
Be patient.
DOWNING
Patient! …. Patient!!
FESSENDEN
The elections are coming.
Downing is ready to explode. Fessenden steps away but Downing blocks him.
DOWNING
Senator, I do not have your power to change the laws or remove a president, but I will use every ounce of my prestige and every penny of my wealth for the cause of my beloved and persecuted people. We have not come this far to turn back now. Do not tell us to be patient any longer. The time for freedom is NOW!
Blackout
NOW’S THE TIME written by Jean P. Bordewich
SCENE FIFTEEN - SUFFRAGISTS
Date: The next day
Location: The Stevens home in Washington, DC
Characters: Downing, Smith
DOWNING
I expect someone like Johnson to insult and berate me. But I counted Senator Fessenden as an ally--
SMITH
(interjecting)
--Mr. Downing—
DOWNING
--He talked to me as if I were a child – in public!
SMITH
We are used to that, aren’t we?
DOWNING
Never.
SMITH
He won’t apologize; he probably doesn’t even think he needs to.
DOWNING
White folks never do.
SMITH
Please sit down.
DOWNING
I’m not giving up!!
SMITH
On--
DOWNING
--On justice. The Fourteenth amendment will be ratified soon, but we must have the Fifteenth – to guarantee the vote.
SMITH
For Black men.
DOWNING
Suffrage for black men – and for women.
SMITH
Oh?
DOWNING
I have thought many times about what you said when you begged to go to the White House. You said: “What puts you ahead of us in line for the vote?” I saw the women in my life in a new light. My wife and five daughters, Mrs. Astor, her wealthy white friends -- and you. Why, indeed, should every Black man get the right to vote before you do? I also want to apologize for my attitude toward you back then.
SMITH
You were rather--
DOWNING
Condescending.
SMITH
Yes.
DOWNING
Patronizing.
SMITH
Yes, you were.
DOWNING
--Dismissive…
SMITH
That, too.
DOWNING
And worse -- I belittled your dream.
SMITH
Slights are nothing new for either of us. Mr. Stevens is weaker every day. Once he passes I will have more time, but I haven’t figured out how I can be of greater use to the cause.
DOWNING
I ran into Mrs. Harper recently. She and Mrs. Stone are starting a new women’s suffrage organization. They will not sell out the women’s vote for black men.
I would like to introduce you to them.
They need you. And I think you need them, too.
Beat. Smith sits on the piano bench.
SMITH
They know I’m not a public speaker?
DOWNING
They don’t need more generals; they need an army of intelligent, committed women like you, colored and white – marching together and demanding your right to vote.
Beat. Smith stands, confident.
SMITH
Yes.
Tell them yes.
I’m ready!
Blackout.
Now's The Time Video: Lesson Four
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oercommons
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2025-03-18T00:36:37.340327
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https://oercommons.org/courseware/lesson/95594/overview
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Constitutional Amendment Process
Johnson's Cleveland Speech
Library of Congress Research Guide on The 14th Amendment
5. The 14th Amendment
Overview
Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America.
Now's The Time Lesson Plan: Scenes Seven, Eight and Nine
Instruction notes: Provide context for the students regarding the timeline of events. Outline the process of the passage of an amendment in Congress. Look at the breakdown of votes in both the House and the Senate for the 14th Amendment. Look specifically at the vote breakdown in terms of geography. Talk about the next step in the process of a Constitutional amendment.
The House passed the 14th Amendment (H.J. Res. 127) by a vote of 128 to 37, 19 not voting.
The Senate passed the 14th Amendment (H.J. Res. 127) with amendments by a vote of 33 to 11.
The House agreed to the Senate's amendments and passed the 14th Amendment (H. Res. 127) by a vote of 120 to 32, 32 not voting
PRIMARY SOURCE MATERIAL:
FESSENDEN: We’ve drafted a compromise.
STEVENS: My dear colleagues, I implore you -- vote yes!
FESSENDEN: The amendment will bypass him. It will go directly to the states for ratification. I believe no rebel state should be allowed back into the Union– or given a representative in Congress – untils it adopts the amendment. They won’t like that, but I believe it’s essential.
STEVENS: I will not throw away a great good because it is not perfect. I will take it, and leave it to be perfected by better men in better times.
JOHNSON: It is up to the state legislatures to stop this wicked and dangerous 14th Amendment to the U.S. Constitution, our most sacred document. And now, after I have rallied people in state after state, I believe they will.
OBJECTIVES:
- Students will understand the process of passing an amendment to the Constitution of the United States.
- Students will follow the process of passing an amendment through the ratification process.
- Students will identify the ways in which compromises are made in order to pass legislation.
- Students will analyze primary source material in order to evaluate the varied positions on the 14th Amendment represented by Thaddeus Stevens and President Andrew Johnson.
KEY TERMS/PEOPLE:
- 14th Amendment
- Ratification
- Due Process
- Joint Committee on Reconstruction
- Congressional Election of 1866
- Thaddeus Stevens
- President Andrew Johnson
- John A Bingham
- Jacob Howard
ACTIVITY: Group Discussion
Students will read the 14th Amendment in its entirety. Break the students in 5 groups and assign each group one of the five sections of the amendment. Students will work together to interpret and summarize the meaning of their section and present to the class. A discussion would be useful to check comprehension and provide clarity especially regarding political strategy, citizenship,due process, equal protection under the law, and restructuring of political representation (Three-Fifths Compromise).
Next, students will read Johnson’s Cleveland Speech.
Ask the students to respond to the following questions:
- What is Johnson’s argument for not supporting the 14th Amendment?
- What motivated Johnson to push for states to vote against the ratification of the 14th Amendment?
ACTIVITY: Discussing Compromise
CONNECTING TO THE SCRIPT:
In the play, Stevens reflects upon his compromise of passing the 14th Amendment without suffrage for Black men. He states, “I will not throw away a great good because it is not perfect. I will take it, and leave it to be perfected by better men in better times.” Have students utilize the Now's The Time script and the Library of Congress Research Guide on The 14th Amendment to answer the following questions.
- What do we know about the original language of the 14th amendment after it left the House of Representatives and was presented to the Senate?
- What changes in the language did the Senate make?
- How does the dialogue between Stevens and Fessenden demonstrate what was happening in the legislative process?
- How does this back and forth demonstrate the difficulties of coming to compromise?
Stevens did not know at the time that the 15th Amendment bringing suffrage to Black men would happen so quickly. He died before this legislation came to pass.
- Stevens made the compromise anyway, why?
- How would the 14th Amendment relate to suffrage in former confederate states?
- How do you feel about the decision Stevens made?
- What role does compromise play in our political system today?
ACTIVITY: Looking at Legislation
Have students identify a piece of legislation and examine areas of concession to demonstrate how political compromise is achieved.
- What impact did this have on the scope of the legislation?
- Did this change who supported the legislation?
- Did this change whether or not the legislation passed?
- How did constituents react to this compromise?
ACTIVITY: A Letter To Thaddeus Stevens
Throughout the play, Now’s The Time, the playwright makes use of letters that reflect the different correspondence Thaddeus Stevens relied on as the primary modality of communication between both his colleagues and acquaintances during the era.
Ask students to write a letter to Thaddeus Stevens responding to the following prompt:
Thaddeus Stevens worked tirelessly to expand the rights of citizenship and the equality under the law. There are many testimonies to Stevens' work but perhaps that of the 14th Amendment has been the most powerful in its scope. How does the 14th Amendment impact your life today and what would you tell Thaddeus Stevens about the state of your rights today?
(Length can vary as for the time constraint or could be assigned as a take home assignment.)
Now's The Time Script: Scenes Seven, Eight and Nine
SCENE SEVEN – THE FOURTEENTH AMENDMENT
Date: June 1866, mid-afternoon
Location: The Members’ restaurant in the U.S. Capitol
Characters: Stevens, Downing, Fessenden, Ensemble.
Stevens is seated at a table in the lightly populated restaurant. Downing approaches with a newspaper tucked under his arm. Stevens points for Downing to sit down at the table. Downing hesitates, remembering it’s not customary for him to do so, then does.
STEVENS
I’m waiting for Senator Fessenden, but until he arrives ---
Downing pulls out the newspaper.
DOWNING
--Have you heard the news from Memphis?!
STEVENS
A little.
DOWNING
Senseless carnage against an entire community that was powerless to defend itself.
STEVENS
What do you know from your sources?
DOWNING
The police, all white, mostly Irish, brawled with a few colored soldiers who were in town for a little fun. Rumors flew, and white mobs went on a deadly rampage. There’s hardly a black man, woman or child left in the city. They’re dead, dying or have fled in terror. The newspaper reports are almost too -- vivid --to read. Like this one:
Downing reads a newspaper article aloud.
“Dead bodies of Negroes were found here and there in the streets. The violence during the night had been altogether committed by the whites. Indeed, it is said firemen set some of the houses on fire and that numbers of the police joined the rioters. They burned the schools and attacked the teachers--
“A colored girl named Rachel Hatchell, a scholar…who was running out of a burning house… was hunted down, shot and thrown into the fire. Her body lay in the ashes … burned to a crisp, except her head and shoulders. Someone had kindly thrown a shawl over this horrid spectacle.”
Stevens pounds his fist on the table.
STEVENS
This cannot go unanswered by Congress!
DOWNING
Convene a Congressional inquiry -- now, while the evidence is fresh. Find out who committed these crimes. Discover which local authorities refused to stop it – and punish them all!
STEVENS
I’ll send my committee’s investigators to Memphis tomorrow. We’ve got to get to the bottom of what happened.
DOWNING
Something also has to be done about Johnson. Federal troops belatedly ended the massacre, but he’s pulling them out. Every Black person in the South could be murdered and he would not care!
STEVENS
I want him impeached!
DOWNING
Even that’s not enough. You must put the right to vote for black Americans into the Constitution. Iron-clad. And soon. Then my people can run for office and elect people who will protect us.
STEVENS
Johnson’s fighting the new Constitutional amendment with everything he’s got, and ---
Downing spots Fessenden entering the dining room.
DOWNING
-- (sotto voce) Senator Fessenden is on his way to the table.
Downing stands.
STEVENS (Con’t.)
--And even the Senate is dragging its heels on black suffrage.
Fessenden arrives at the table.
FESSENDEN
Hello, Mr. Downing. A glass of your fresh summer lemonade for me, please.
DOWNING
Good day, Senator.
STEVENS
I trust you will explain to Mr. Downing and me why the Senate is holding up the constitutional amendment – at a time when black families are being hunted down, murdered and even burned out of their homes.
DOWNING
Please don’t tell us the Senate is wavering on black suffrage!
FESSENDEN
We will do the best we can under the circumstances.
Fessenden sits.
DOWNING
The circumstances, Senator, are getting worse by the day for my people. Union troops were held back while local police joined in the killing. 46 blacks and 2 whites are dead. 91 homes and every school and church in the black community were burned to the ground.
FESSENDEN
My God.
STEVENS
I’m sending my committee there tomorrow.
FESSENDEN
I’ll dispatch Senate investigators with yours, Thaddeus. We need all the facts.
DOWNING
Respectfully, facts aren’t enough. For you, these are horrible statistics. For me, it’s much more. Three of the murdered soldiers are men I recruited for the Black Union regiments. I knew them and I loved them.
FESSENDEN
Please accept my condolences, Mr. Downing, and extend sympathy to the families – from the entire Congress.
DOWNING
We don’t need condolences. We need change!
FESSENDEN
Their murders are unforgivable. We must stop the violence!
DOWNING
The way to stop the violence is to amend the Constitution and guarantee us the vote.
FESSENDEN
I am here to discuss exactly that with Mr. Stevens. But I haven’t much time. The Congressman and I need to talk.
DOWNING
I understand.
Downing backs away.
DOWNING (Con’t.)
Someone will bring your lemonade, Senator. What kind of tea would you like, Congressman?
STEVENS
Gunpowder. And make it strong.
FESSENDEN
The Senate won’t pass the amendment with your language.
STEVENS
Specifically ---
FESSENDEN
The section requiring voting rights for every black man before a rebel state can return to Congress. We’ve—
STEVENS
--You’ve watered that down--
FESSENDEN
--We’ve drafted a compromise.
STEVENS
Didn’t you hear Mr. Downing? We cannot compromise on this.
FESSENDEN
I have lined up the votes for passage in the Senate by excluding suffrage and keeping the amendment race-neutral.
STEVENS
Nothing is race neutral! Our whole society revolves around race and the whites’ hatred of the black man!
FESSENDEN
The amendment grants citizenship to every person born here or naturalized. Everyone knows that includes former slaves, but the language is not explicitly about race.
STEVENS
You should remind your wavering Republican colleagues that our party needs black voters in the South to win the next election.
Fessenden places the draft of the 14th amendment on the table and points to the text.
FESSENDEN
Here. Let’s review what is included. Section One – Citizenship and equal protection under all the laws, federal and state.
STEVENS
You mean life, liberty and the pursuit of happiness – if you’re white.
FESSENDEN
Damnit, Thad! You know that was hard for me to get. Even some Senators in our own party hate it.
STEVENS
And the president?
FESSENDEN
He will oppose it, but of course the amendment will bypass him and go directly to the states for ratification. I believe no rebel state should be allowed back into the Union – or given a representative in Congress – until it adopts the amendment. The rebels won’t like that, but I believe it’s essential.
Stevens scans Fessenden’s text.
FESSENDEN (Con’t.)
Your version was trying to do too much in a single Constitutional amendment.
STEVENS
Voting – for black men only, not even women – is too much ?
FESSENDEN
Right now, for my Senate colleagues, yes.
STEVENS
And Memphis? Isn’t the Senate outraged?!
FESSENDEN
Not outraged enough to force black suffrage on the states.
STEVENS
In our joint committee, you and I investigated more than 100 reports -- on the ground -- of savagery -- whippings, torture, murder – against black Americans across the South. We concluded that allowing ex-Confederates to rule in their former states is a policy of madness and folly. And that was before Memphis. You chaired that committee.
FESSENDEN
I wrote the report.
STEVENS
But---
FESSENDEN
--But conditions are volatile. Senators don’t want to inflame things further right now.
You know what’s going on. Republicans are united in ending slavery, even using our troops to protect the suffering people in the South. And we support their desire to vote. But it’s hard to overcome the belief – rooted in the Constitution -- that the federal government should leave control of the voting franchise to the states.
STEVENS
That is why we must change the constitution, with this amendment.
All black men vote -- for starters. Then women.
FESSENDEN
Senators are saying, “If we force that on the South, what could the federal government force on our own states?” You know many northern states don’t let blacks vote either. And women voting – forget it – most women don’t even support that.
I’m warning you – an amendment that’s too extreme will split our Republican caucus right down the middle.
Beat.
Let’s agree on language that’s less provocative --
STEVENS
--Weaker--
FESSENDEN
Not weaker. Less contentious. More durable. Something we can build on. Something that can pass.
Beat. Stevens picks up the draft amendment.
STEVENS
Will this hold our party together?
FESSENDEN
Take what we can get now – citizenship, equal protection under all the laws. It’s a lot. We can push suffrage later. Now is not the time for that!
Stevens contemplates the text.
STEVENS
I’m an old man. I haven’t much time left. In that, I am in sympathy with the Black man. Without real political and economic power, he hasn’t much time left either.
Stevens leans close to Fessenden
STEVENS (Con’t.)
Voting rights. Guaranteed. Now.
Beat.
FESSENDEN
If the House doesn’t accept the Senate version, the entire amendment is dead.
Blackout.
NOW’S THE TIME written by Jean P. Bordewich
SCENE EIGHT – MUTUAL CONCESSION OR MUTUAL HOSTILITIES
Date: June 13, 1866
Location: The chamber of the U.S. House of Representatives
Characters: Stevens, Ensemble.
The scene opens to the rumble of reporters and visitors excitedly crowding the galleries, and a full chamber of House members. Stevens slowly and painfully makes his way to his desk and remains standing. He puts down his papers and looks at the crowd in the galleries. A hush descends.
STEVENS
I rise in support of this Constitutional amendment and to urge you to vote for it. It falls far short of my wishes, but it fulfills my hopes. I believe it is all that can be obtained in the present state of public opinion, which has been educated in error for a century. The first section defines who are citizens of our country. It declares this great privilege to belong to every person born or naturalized in the United States. This is an excellent provision.It means whatever law punishes a white man for a crime shall punish the black man in the same way and to the same degree. At present, different degrees of punishment are inflicted, not on account of the magnitude of the crime, but according to the color of the skin. The second section fixes the basis of representation in Congress. It is not as good as the section I wanted, which would have refused to allow any rebel state back in Congress if it did not permit its black male citizens to vote. But too few share my principle of universal suffrage. Believing, then, that this is the best we can get now, I accept it. You may ask why I accept so imperfect a proposition? I answer you: because I live among men and not among angels. Among men as intelligent, determined and independent as myself, who do not choose to yield their opinions to mine. Mutual concession is our only resort -- or mutual hostilities. I will not throw away a great good because it is not perfect. I will take it, and leave it to be perfected by better men in better times. My dear colleagues, I implore you -- vote yes!
Lights down as cheers rise from the crowd in the galleries. The sound of the presiding officer’s gavel pounding to quiet them is heard as lights fade to black.
NOW’S THE TIME written by Jean P. Bordewich
SCENE NINE - JOHNSON’S NIGHTMARE
Time: September 1866.
Location: President’s Johnson bedroom in the White House
Characters: Johnson, Ensemble (with Downing, Smith, Stevens, Fessenden)
The stage is bare except for a bed center stage and the projection wall behind; it is dark except for a spot on Johnson in bed. Johnson has returned to the White House after a barnstorming trip through the states urging legislatures to reject the Fourteenth Amendment passed by Congress in June. The New Orleans massacres of Black Americans took place in early summer. He starts to toss and turn, talking in his sleep.
JOHNSON
Parasites…
Johnson settles down. A continuous loop of black-and-white images comes up on the back wall accompanied by a low, dissonant, buzzing drone. They slip in and out of focus, running quickly like a (21st century) video in Johnson’s sleepy head— headlines about Memphis, Rachel Hatchell, the recent New Orleans massacre, grainy photographs of the dead; photos of piles of dead bodies of Union soldiers from the Civil War; Civil War battle scenes; photos of crowds from a patriotic political rally; a few quick glimpses of Stevens, the image of a devil. The sound grows louder and louder under the video-like montage, a disturbing sound increasingly impossible to ignore. As the montage intensifies, Johnson tries to escape, putting pillows over his head, slinking deeper under the sheets, tossing and turning more wildly. Exhausted, he throws off the sheets and yells.
JOHNSON
Stop!
Johnson groggily rises out of bed, wearing his nightshirt (no nightcap-Sept. is warm). Spot follows Johnson.
A dream.
As he comes to full wakefulness, the sound fades out, montage slows and fades but not completely.
A bad dream. They don’t scare me.
Johnson stumbles a bit as he makes his way downstage.
The night … trying to torment me.
Turning and shaking his fist toward the wall with its montage still dimly visible and playing in a continuous, silent loop.
I don’t care about them. Let them persecute me!…I will not change! As Johnson arrives downstage, now fully awake, present and defiant, a silent phalanx of his political foes dressed in modern black, like figures from a dream, slowly enter the very dimly lit stage left (rear), one by one, single file: Downing, Stevens, Fessenden, Smith, then Ensemble members who represent anti-Johnson citizens at the rallies. They form several rows, like a chorus, center stage rear. Stevens and his radical friends are in league with the devil. They are a common gang of greedy bloodsuckers! They say they are great patriots, but have they ever gone into the field? Have they lost a son in the war, as I have? No! They just call everybody a traitor who disagrees with them. They are lazy, unpatriotic men who are growing fat at the public trough. Johnson (in nightgown) shifts into full rhetorical mode, facing the audience, he imagines he is addressing the large, cheering crowds at his Fourteenth Amendment rallies in the states. Meanwhile, the chorus moves slowly forward, step by step, during Johnson’s speech, until they are just behind him, but still shrouded in darkness.I have never been afraid of the people, and when I have all the truth, argument, fact and reason on my side, nothing can drive me from my purpose. It is up to the state legislatures to stop this wicked and dangerous 14th Amendment to the U.S. Constitution, our most sacred document. And now, after I have rallied the people in state after state, I believe they will…. The crowds were enormous! No president has ever had bigger crowds! No one! Ever! They were huge. But I ask you, loyal and patriotic Americans – What has Congress done to restore the Union of the States?Nothing! Congress has done everything to prevent it. This poisonous fourteenth amendment to the constitution will resuscitate the spirit of rebellion and arrest the progress which I have made. My policies -- not theirs -- are drawing the states back into union -- and peace. I stand now as I did when the rebellion began - for the Union-- yet I am denounced as a traitor by the fanatics. But I have not changed! Let them go to hell! They will never defeat me. No. For I have remained firm. Steadfast. Loyal to our great purpose. To make the Union great again! We are the winners. My people. For the Union -- now and forever!
Johnson pumps his fists high above his head.
Blackout.
Now's The Time Video Lesson Five
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oercommons
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2025-03-18T00:36:37.401622
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/95594/overview",
"title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum",
"author": null
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https://oercommons.org/courseware/lesson/95595/overview
|
Closing Argument for Johnson Defense
Executive Order to Remove Stanton
Fessenden's Opinion
Political Cartoon: Last Speech on Impeachment
Senate Proceedings for the Trial of Andrew Johnson: The Congressional Globe
Senate Voting Record Johnson Impeachment
Stevens' Closing Argument
Tenure of Office Act
U.S. Constitution: Impeachment
6. Impeachment
Overview
Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America.
Now's The Time Lesson Plan: Scenes Three, Ten, Twelve and Thirteen
PRIMARY SOURCE MATERIAL:
Executive Order Removing Edward M. Stanton as Secretary of War
Fessenden’s comments during trial/vote
Fessenden Opinion p.452-457 #470-475
Stevens’s Closing ArgumentStevens’s Closing Argument p. 320-324#338-342
Johnson’s Attorney Closing Argument
The Last Speech on Impeachment Thaddeus Stevens Political Cartoon
STEVENS: Andrew Johnson usurped the power of Congress by attempting to restructure these states on his own. When admonished by express acts of Congress – more than once – he disregarded the warning and continued his lawless behavior.
FESSENDEN: The Constitution and the law have always anchored me – through all the tumult and chaos of politics, through loss and mourning, through four years of unceasing legislative labor during the war. They are what I rely on.
JOHNSON: The radicals in Congress are trying to poison the minds of the American people, stirring them up against me. Stevens and his radical friends are in league with the devil!
OBJECTIVES:
Students will be able to address the following:
- What body of Congress has the “sole power of impeachment”?
- What body of Congress has “ the sole power to try all impeachments”?
- What percentage of the US Senate must vote to convict a US President in an impeachment trial in order for the President to be removed from office?
- Define the Tenure of Office Act.
- What events precipitated Johnson’s impeachment?
- What were the charges brought against Johnson in the articles of impeachment?
- How was Johnson impeached but also acquitted?
- What were Stevens and the Radical Republicans’ aims in impeaching Johnson?
- Why did some senators like William Pitt Fessenden and Lyman Trumbull break with their party and vote against conviction?
- What was the defense of Johnson?
- How did the votes break down along party lines and around regional lines?
KEY TERMS/PEOPLE:
- President Andrew Johnson
- Thaddeus Stevens
- William P. Fessenden
- Tenure of Office Act
- Impeachment
- Acquittal
- Radical Republicans
- Executive Order
ACTIVITY 1: Primary Source Analysis and Debate
Review the U.S. Constitution, the Tenure of Office Act and the Articles of Impeachment as a class. Students will need a framework from which to build their arguments in support of their political figure. Divide the students into 3 equal groups. You can divide them into smaller groups within the 3 groups if needed. Assign each group a position, either Radical Republicans, “moderate” Republicans (Fessenden and Trumbull) and Johnson defenders and give them the corresponding primary source documents to review.
In their groups, students will be asked to read the primary source documents that will serve as the foundation for their debate position. Give students additional time to research and build an argument. When students have completed their research, the entire class will join together for an Impeachment of President Andrew Johnson debate. You will help facilitate the debate and ask the members of the class to vote on impeachment. After the votes are tallied, have an open discussion about the process and what they learned from the activity. Check the students for comprehension using the questions listed in the lesson.
ACTIVITY 2: Reflection/Written response
Have the students write a response paper to explain why they voted for or against Johnson in the Senate trial. Ask them to expand upon their thinking to include supporting evidence from the documents and transcripts of the trial.
EXTENSION ACTIVITY:
The playwright, Jean P. Bordewich, wrote Now's The Time during the Trump administration. How does the play reflect not only the struggles within the US during Reconstruction but also in our current political climate? What themes can you identify in the play that correspond with issues we face as a nation today? Choose one theme to examine more thoroughly and in a short paper address the following questions:
- How does your theme from Now's The Time and Reconstruction carry into the world we live in today?
- How was this treated during Reconstruction and how is it treated today?
- Who was most impacted by this in the past and who is most impacted by this today?
- Why do you feel that this theme continues throughout the course of American History and/or American Government?
- What do you wish would change in our nation in order to resolve this perennial issue?
Now's The Time Script: Scenes Three, Ten, Twelve and Thirteen
NOW’S THE TIME written by Jean P. Bordewich
SCENE THREE – THE ACCIDENTAL PRESIDENT
Date: 1865
Location: The Members’ Restaurant in the U.S. Capitol
Characters: Stevens, Fessenden, Downing, Ensemble (others in restaurant)
Senator Fessenden and Congressman Stevens are sitting at a table in the busy, crowded restaurant, which is bustling with a raucous mid-day crowd of Congressmen and Senators; tables covered in white tablecloths groan with platters of wild game, oysters, and meat; the room is redolent with whisky, cigars and sweat. Stevens is irate, talking loudly and nonstop. Fessenden thrusts and parries Stevens’s voluble verbal volleys and aggressive gesticulations. Fessenden is nursing a cup of tea, Stevens a glass of beer.
STEVENS
Johnson is a disaster!
FESSENDEN
Andy was –
STEVENS
--Andy is -- a traitor! You’ve read the newspaper reports – Black Codes are being enacted by one southern state after another…. families sold into indentured servitude—that’s slavery by another name! Forbidding freedmen from owning property or pursuing their trade. Black men, women and children merely accused of stealing a bale of cotton or a horse or even food – can be hanged! Meanwhile, whites murder blacks in cold blood and get off scot-free--
FESSENDEN
--Thaddeus!
STEVENS
--Johnson hasn’t lifted a finger to help. Instead he’s ordered Union troops in the South to stand down! “Let the locals handle things. It’s a civil matter,” he says. It’s shocking!--
FESSENDEN
--Are you finished?
STEVENS
--The freedmen are pouring off the old plantations by the tens of thousands. Where are they to go? Johnson will dismantle the Freedmen’s Bureau – which you and I fought hard for -- – just when the freedmen need it most. And that’s just the beginning of what he will do.
With precise movements, Fessenden dabs his lips with his linen napkin and takes a drink, coolly ignoring Stevens.
FESSENDEN
My, that is excellent tea. Floral.
STEVENS
--Don’t try to shut me up, Pitt! We must stand together against Johnson!
Downing enters.
FESSENDEN
I’m not trying to shut you up -- I’m trying to bring you back to reality! Are you quite through?
Sensing the growing tension, Downing smoothly approaches the table and speaks to Fessenden in a charming and genial manner.
DOWNING
You have a discerning palate, Senator.
FESSENDEN
Oolong?
DOWNING
Indeed, a fine Chinese Oolong.
STEVENS
Pitt, this is Mr. George Downing, the new proprietor of our restaurant.
Fessenden stands and courteously shakes Downing’s hand.
FESSENDEN
Congressman Dixon told me he had persuaded the best restaurateur in Rhode Island to run our dining room, though I don’t know why he’d want his home state to lose you.
DOWNING
The idea was mine. I wanted to be close to great men, such as you, to persuade you to bend the course of events for the benefit of my race. Thank you for all you have done for the Union and the freedmen.
FESSENDEN
Indeed, more remains to be done.
Fessenden sits but Downing remains standing.
DOWNING
I understand abolition runs deep in your family.
FESSENDEN
My father instilled it in all of us. My brothers and I embraced it, and our children did, too. Three of my sons fought for the Union.
STEVENS
His eldest, Samuel, died in the Second Battle of Bull Run.
DOWNING
My deepest condolences.
Beat. Fessenden looks away.
STEVENS
(To Fessenden) Mr. Downing was instrumental in recruiting men for the colored troops-- but only after the governor guaranteed in writing they would receive fair and equal treatment. And he worked with Mr. Frederick Douglass against the Fugitive Slave Law.
FESSENDEN
I’m surprised our paths have not crossed before.
DOWNING
I am pleased the time has finally come. Mr. Douglass is the eloquent public voice of our work. As a businessman, I have applied myself to organizing and fundraising. But now the fight for equality has shifted from the battlefield to Congress.
FESSENDEN
We have no Black representatives here yet – though I trust Reconstruction will change that. Our cause will benefit from your counsel.
DOWNING
I am eager to offer that.
Now I will leave you gentlemen to resume your argument, but not on an empty stomach.
STEVENS
(to Fessenden)
You don’t want to miss the beef and oyster pie, Pitt. Mr. Downing’s family is the biggest in the oyster business. I’m having that.
DOWNING
What shall I ask the waiter to bring you, Senator?
FESSENDEN
Just another pot of this excellent tea.
STEVENS
(rolling his eyes)
Not your stomach problems again, Pitt. You need to eat!
FESSENDEN
(to Downing)
I’ll try your fine oysters another time.
Downing nods and exits. Fessenden refocuses on Stevens.
FESSENDEN
About Johnson. Remember he was steadfast, a bulwark for the Union during the war--
STEVENS
(cutting Fessenden off -- and their tempo picks up)
-- Hopelessly stubborn and--
FESSENDEN
--And the only Southern Senator to stick with the Union. Give him that!
STEVENS
Pig-headed!--
FESSENDEN
--Courageous as Lincoln’s military governor of Tennessee--
STEVENS
--A mule!
FESSENDEN
Lincoln didn’t think he could win the border states without him, and he was probably right!
STEVENS
It was all ambition for Andy. He never had a Republican heart.
Beat.
FESSENDEN
He’s always cordial to me personally.
STEVENS
That’s irrelevant.
FESSENDEN
Perhaps. But I also respect him, grudgingly.
STEVENS
Grudges! He’s all grudges and self-pity. He’s as filled with hate for the black man as--
FESSENDEN
--As you are for the rebels!
STEVENS
It’s not the same! The freedmen are innocent, while the insurrectionists are guilty of the most abominable crimes!
FESSENDEN
Calm down. He’s president now----
STEVENS
--an accidental one! You’ve heard his slogan - “The Constitution as it is, the Union as it was!” It’s appalling!
FESSENDEN
We need to give him a chance, work with him, guide him, bring him along with us on our path to Reconstruction—
STEVENS
--That donkey will never accept the bridle.
FESSENDEN
And neither will you! Your headlong rush to judgment is as much a danger as he is.
STEVENS
Surely you see where he’s headed.
FESSENDEN
There are rules and standards for how things are to be done, even in politics. I think we should follow them.
STEVENS
I did. I wrote after his inauguration asking him to suspend any presidential actions on Reconstruction until Congress was back in session. I never heard from him. He’s determined to ignore Congress altogether!
FESSENDEN
Congress? Or just you?
STEVENS
Johnson’s intent to usurp the entire Congress is very clear.
Stevens shows Fessenden a sheaf of papers.
STEVENS (Con’t.)
Here! I’ve drafted a set of impeachment articles.
Fessenden is clearly taken aback. He looks around to see who might be listening to Stevens’s shocking declaration.
FESSENDEN
Impeachment? Congress has never impeached a president.
STEVENS
Surely you aren’t bowing down to that tyrant!
FESSENDEN
Don’t insult me. I’ve stood up to worse than him and you know it!
STEVENS
Look, Johnson poses a mortal threat to Reconstruction. We owe it to the Union soldiers and their families to see the job through.
Fessenden’s temper rises as Stevens continues to push him.
FESSENDEN
I have never wavered on what I know is right. You can’t deny that. We’ve worked together tirelessly, you in the House, me in the Senate. We financed the war, raised our troops, wrote the civil rights bill --- and passed one Reconstruction bill after another. Even when I felt your tactics were heavy-handed, I went along out of principle.
Fessenden gestures aggressively at Stevens.
But now you’ve gone too far!
STEVENS
Andy doesn’t believe he has to obey those laws that you and I pushed through Congress. He’s a cancer that must be cut out before it’s too late.
FESSENDEN
He’s only been in office a few months. Stop rushing things.
Stevens shakes the papers at him.
STEVENS
Impeachment cannot wait any longer!
Stevens slams the papers down on the table, but Fessenden knows he has the upper hand.
FESSENDEN
You don’t have the votes. Not even in committee.
STEVENS
No.
Fessenden places his napkin on the table.
FESSENDEN
So…let’s not rush to condemn Andy.
Fessenden pushes back his chair and stands, signaling the meeting is over.
FESSENDEN (Con’t.)
He’s not completely unreasonable.
Blackout.
NOW’S THE TIME written by Jean P. Bordewich
SCENE TEN – TENURE OF OFFICE ACT
Date: February 1867
Location: Members’ restaurant in U.S. Capitol
Characters: Stevens and Fessenden
Lights up on Fessenden and Stevens at dinner in the restaurant.
FESSENDEN
Your Tenure of Office bill is a giant mistake, the worst kind of Congressional over-reach, a threat to the precarious equilibrium between Congress and the presidency at this very dangerous time.
STEVENS
Congress has the right to rein in a president who is out of control.
FESSENDEN
It’s a trap!
STEVENS
Precisely!
Stevens illustrates his point with a piece of cheese off his plate.
Congress sets the trap, the rat reaches for the cheese, and as it moves the cheese – wop! – the trap snaps shut.
FESSENDEN
The rat, I presume, is the president; the trap is the Tenure of Office Act; and the cheese?
STEVENS
The cheese is poor Mr. Stanton, our beleaguered Secretary of War, who – against the president’s wishes, as you know--- is keeping our federal troops in the South. But without Stanton -- the last loyal Lincoln man in the Cabinet -- Reconstruction is doomed.
FESSENDEN
You don’t know that will happen.
STEVENS
And you can’t guarantee that it won’t.
Stevens pops the cheese into his mouth.
FESSENDEN
Your bill is unworthy of this great institution.
STEVENS
Don’t forget that over the objections of members of Congress, Johnson has fired more than fifteen hundred loyal Republicans from their government jobs. And we both know he’s itching to get rid of Stanton – just to spite us!
FESSENDEN
I do not think we are treating the president with respect.
STEVENS
Respect? He doesn’t deserve our respect!
FESSENDEN
I mean I do not think we are treating the office of the presidency with respect when we say, he cannot, during a Congressional recess, remove a Cabinet officer if he deems it necessary.
STEVENS
That’s only one small part of the bill.
FESSENDEN
It’s the crux of the dilemma for me. It does not seem logical; it does not seem constitutional. You are a lawyer and a politician, and so am I. We are both very good ones. But passion sometimes inflames your judgment--
STEVENS
--You could use a little more passion!
FESSENDEN
I try to separate my feelings from the facts and the legal precedents that must guide us. Congress should not make laws that contradict the Constitution.
STEVENS
Surely you support the principle contained in this law that if the Senate has confirmed a presidential appointee, it also has the right to agree or not to the dismissal of that appointee.
FESSENDEN
Congress has never tied a president’s hands like that. What constitutional principle are you claiming to protect?
STEVENS
The principle is that Congress must assert itself against a renegade president. We are the first branch of government, with the duty to check excesses in the executive branch.
FESSENDEN
Our duty is to hold our government together in these perilous times. For you, this is about your hatred for Johnson. For me, it’s about the presidency – which will far outlast him.
Beat. Stevens leans back in his chair, then lunges forward toward Fessenden.
STEVENS
If he fires Stanton, I will file impeachment charges -- and I will make sure the House passes them.
FESSENDEN
And send the rat to the Senate for disposal…
Stevens raises his glass of beer.
STEVENS
For removal – from the White House.
.
FESSENDEN
I’ve warned you.
Fessenden stands.
(coolly) Good-day.
Fessenden exits.
Blackout.
NOW’S THE TIME written by Jean P. Bordewich SCENE TWELVE - LINCHPIN
Date: March 1868
Locations: The Members Restaurant in the U.S. Capitol
Characters: Fessenden and Stevens; Soldier
Lights up on Fessenden and Stevens mid-argument over tea at a table in the restaurant. It’s heated and tense, with barely a veneer of Congressional courtesy.
FESSENDEN
(forcefully) Johnson fires Stanton and instead of a thoughtful, measured response, you race forward right away with a magnificent speech and a catalogue of half-baked accusations. With your persuasive oratory and sense of outrage you convince the House of Representatives to vote with you -- for impeachment! – only three days after Stanton’s dismissal. You hadn’t even written up the charges yet! They didn’t even know what they were voting for!
STEVENS
I was pleased to see such unity of conviction among my colleagues.
FESSENDEN
Gratifying, I’m sure, to your sense of urgency. But unseemly. Your impatience has made a hash of this serious, unprecedented circumstance which should be treated with dignity and caution. How dare you cobble together your articles of impeachment and dump them in my Chamber!
STEVENS
The president broke the law. That’s a crime. The House impeached him for it and now you -- the Senate -- must remove him!
FESSENDEN
Even if technically the president did violate a confusing, weak law, does that really rise to the level of a “high crime or misdemeanor”?
Stevens leans as far forward as possible and gestures vigorously.
STEVENS
This isn’t about just that law! It’s about everything Johnson has done to ridicule and obstruct the will of Congress on Reconstruction, on jobs, on backing our troops in the South. Article 10 clearly details his abuse of the presidency and the Congress.
FESSENDEN
Every other article of impeachment refers to the Tenure of Office Act!
Stevens pulls a paper from his pocket and reads it.
STEVENS
Listen, Article 10. Here -- it says Andrew Johnson “brought the office of the president into contempt, ridicule and disgrace and to the great scandal of all good citizens” – and that is a high misdemeanor. And--
FESSENDEN
--It’s a debacle!
STEVENS
--And, this section, that the president “did make and declare, with a loud voice, certain intemperate, inflammatory and scandalous harangues, and utter loud threats and bitter menaces against Congress and the laws of the United States amid the cries, jeers and laughter of the multitudes then assembled” – Wouldn’t you agree that is another high misdemeanor?
FESSENDEN
Misbehavior, yes. Indecorous, yes. But does it merit removal?
STEVENS
The purpose of the Senate trial is to determine the course of this country. It rests in your hands. You’re the linchpin. However you vote, other Senators will follow.
Stevens is coughing.
FESSENDEN
I won’t let you pin this mess on me!
Stevens backs off and takes a drink of tea. His cough subsides.
STEVENS
Yes, it’s messy, but look ahead -- What kind of country will we be 100 years from now? You don’t want your grandchildren and great-grandchildren to look back and say – “It could have been different. If only President Johnson had been stopped in time.”
FESSENDEN
We must proceed with caution, with deliberation, in a matter as unprecedented as removing a president, and especially now.
STEVENS
The Constitution is vague.
FESSENDEN
Precisely. We’ve got to get it right.
STEVENS
The Constitution gives latitude to Congress. I plan to tell the Senate in my closing argument that it can remove Johnson -- and it must.
Fessenden places his napkin on the table.
FESSENDEN
The Senate seems very strong for conviction.
STEVENS
Two thirds?
FESSENDEN
It will be very, very close.
Stevens leans in very close to Fessenden.
STEVENS
And you?
Beat.
Convict?
Fessenden looks away from Stevens and stands to exit.
Blackout.
Lights up on the SOLDIER on a desolate New York City street corner. He puts down a small bundle of his belongings and speaks to the audience.
SOLDIER
Jobs is what politics is all about. Those that win help the ones what got them there. Patronage. The president’s right – what’s the White House worth without that? I need one of them government jobs. I talked to the party bosses, but they told me they got a thousand guys like me with their hands out, every one of us swearing we love old Andy. I know I ain’t special, so I ain’t got my hopes up. I may look fine to you, but I ain’t worked since I got out of the army. You seen the signs, “No Irish Need Apply.” That’s how it is. No one wants us. I might as well be colored. I tell you true, I’m desperate. This world’s got no place for me. My sister kicked me out and I got nowhere to go. I’m thinking of heading out West. I hear the railroads are hiring in the territories. Maybe I’ll go all the way to California. I need to find me luck somewhere.
Blackout.
NOW’S THE TIME written by Jean Bordewich
SCENE THIRTEEN – THE SENATE IMPEACHMENT TRIAL
Date: April 27, 1868
Location: The U.S. Senate chamber in the Capitol and the White House
Characters: Stevens, Four men from Ensemble, Others from Ensemble, Fessenden, Johnson,
Stevens, sick and weak, arrives dramatically in the Senate chamber carried aloft in a chair by four African American men. He must summon all his rhetorical power to persuade the wavering few Republicans in the Senate to convict the president. After depositing Stevens center stage, the chair bearers exit. Spot on Stevens. Stevens descends from his chair and stands.
STEVENS
When Andrew Johnson took the oath of office he swore to obey the Constitution and take care that the laws be faithfully executed. That is and always has been the chief duty of the President of the United States. A civil war of gigantic proportions engulfed our country, and when the so-called confederate States of America were conquered, Congress had the power to create new states or rebuild old ones, to fix the condition of citizenship and union. But Andrew Johnson usurped the power of Congress by attempting to restructure these states on his own. When admonished by express acts of Congress -- more than once -- he disregarded the warning and continued his lawless behavior. That has been his conduct since the fatal day which inflicted him upon the people of the United States! And what has been the consequence? Congress’s attempts to raise from the ashes of the war a new society of freedom for all our people have been consistently opposed by the president. He has done everything imaginable to hand control back to the very slave power that precipitated the years of bloodshed and sacrifice by our Union soldiers, white and black, and to bring into our national government-- into the very halls of Congress! -- the rebels who only a short time ago were at our throats.
Stevens pauses, coughing, then resumes.
Andrew Johnson has promised some of you that he will reform, but what proof can he offer? There is no evidence that he will change. He has tied the hands of the Freedmen’s Bureau, the military governors, and the federal troops stationed in the southern states to keep order and enforce Congress’s dictates. He has undermined the Acts of Congress, and now he is traveling around the states urging them not to ratify the Fourteenth Amendment. Stevens coughs harder into his handkerchief and starts to sink back into the chair. He grasps the arms, gathers his strength and thrusts himself upright again. With this behavior, it is not surprising that we hear daily reports of Black Americans who are threatened, disenfranchised, even murdered for trying to exercise their new rights and build a society of equals. Make no mistake. This trial is not to judge the fate of one mere man; it is a titanic battle for the future of our great Union and all the people in it!
Exhausted from this exertion, Stevens has another coughing spell. His voice is fading; he sits
My honorable colleagues, the sovereign power of the nation rests in Congress. We must enforce the president’s obedience to the law and the Constitution. Stevens coughs repeatedly before continuing. I urge you to do your duty. With extraordinary effort, Stevens summons a final surge of strength, desperate to win this final battle. He bangs his fist, stands, and shouts in a loud, strong voice:
Convict!
Blackout.
Spot on Fessenden in the crowded Senate chamber.
Fessenden stands at his desk to cast his vote.
FESSENDEN
Acquit!
Spot on Johnson in the White House
JOHNSON
Johnson pumps his fists high above his head in a sign of victory.
Vindicated! I am VINDICATED!
Reconstruction is a vicious poison. My policies are the remedy for this great evil.
Johnson steps farther forward and triumphantly addresses the audience as if they are supporters at one of his political rallies.
To all my enemies I declare -- it is time to forget the past!
Let us unfurl the banner of our great country, and inscribe it with these inerasable words: “The Constitution and the Union, one and inseparable, now and forever!”
Blackout.
Now's The Time Video: Lesson Six
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oercommons
|
2025-03-18T00:36:37.482982
| null |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/95595/overview",
"title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum",
"author": null
}
|
https://oercommons.org/courseware/lesson/66786/overview
|
Animal Science/ Understanding Feed Tests and Balancing Rations
Overview
3 modules describing on a very elementary level how to read a feed test, how to understand what animals need in their diet for nutrients, and how to balance a simple cattle ration using hay and silage.
Modules 1-3
Module 1 explains how to read a feed test. Module 2 explains nutrient requirements of different animals. Module 3 explains how to balance a simple cattle ration.
|
oercommons
|
2025-03-18T00:36:37.501651
|
05/14/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66786/overview",
"title": "Animal Science/ Understanding Feed Tests and Balancing Rations",
"author": "Charlotte Heim"
}
|
https://oercommons.org/courseware/lesson/73914/overview
|
Academic Vocabulary- A Brain-based Approach
Overview
Students will acquire new grade-level academic vocabulary by using images to make visual associations, which activiates student's long term memory. This lesson includes all of the information and materials that students need to create a vocabulary poster, share their poster with the class, practice a set of 14 vocabulary words, and take an assessment.
Lesson Plan with Materials linked
Brian-Based Lesson
Lesson Objectives:
| |||
| Grade: 9th Grade Time frame: 30-45 mins | Lesson Title: Academic Vocabulary Poster | ||
| Brain-based Strategies Used in the Lesson: Using images to make visual associations with vocabulary words, which activate student’s long term memory. | Formative or Summative Assessments:Google Form Academic Vocabulary Quiz focusing on associating images with vocabulary words. | ||
| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?Prior to this lesson, students have found the definitions of all 14 Academic Vocabulary words. They have also done a practice assignment on Vocabulary.com to help them become familiar with the vocabulary word’s meaning and usage. | |||
| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.Technology materials: (hardware, websites, video links,etc.)Laptop, Vocabulary.com, Google Slides, Google Forms | |||
| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.CCSS.ELA-LITERACY.L.9-10.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. | |||
| Technology used: Laptop, Vocabulary.com, Google Slides, Google Forms | |||
| Time | Materials | Lesson Procedures(Include the materials & technology.) | |
| 5Mins | Academic Vocabulary list | Students look through the list of 14 Academic Vocabulary words and identify the word that they are least familiar with. They will be making a vocabulary poster about this word. | |
| 5 Mins. | Student Example Vocabulary Poster Directions for Vocabulary Poster | Show students a good example of a student-created Vocabulary Poster that includes images that portray the vocabulary word’s meaning.Then, go over the directions for completing a vocabulary poster in Google Slides, and model how to get started for the class. Emphasize the importance of including relevant images that portray the meaning of the vocabulary word. | |
| 25 Mins | Blank Google Slide | Give students the option to go to Google Drive and start their own Google Slides poster, or they can use the blank poster that is posted on the assignment in Google Classrooms. Give them 25 minutes to follow the directions and complete their poster. | |
| 5 Mins. | Organize all of the posters into one Google Slides presentation. Publish the presentation, and show it to the class, displaying each poster for at least 15 second. Discuss each words meaning, and the images associated with each word as the posters are displayed. | ||
| Homework or in-class assignment | Assessment(s): (assignments and/or activities)
|
|
oercommons
|
2025-03-18T00:36:37.523183
|
10/26/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73914/overview",
"title": "Academic Vocabulary- A Brain-based Approach",
"author": "Daniel Myer"
}
|
https://oercommons.org/courseware/lesson/101892/overview
|
Learning Domain: Standard 1: Health Concepts
Standard: Explain key concepts of alcohol, tobacco and other drugs including tolerance, addiction, recovery, peer pressure, short and long term health impacts (Steroid law).
Learning Domain: Standard 8: Advocacy
Standard: Utilize data to formulate a health-enhancing message.
OR.SS.HS.2
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Civics and Government
Standard: Describe core elements of early governments that are evident in United States government structure.
OR.SS.HS.71
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Social Science Analysis
Standard: Construct arguments using precise claims, integrating and evaluating information provided by multiple sources, diverse media, and formats, while acknowledging counterclaims and evidentiary strengths and weaknesses.
OR.SS.HS.73
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Social Science Analysis
Standard: Identify and analyze multiple and diverse perspectives as critical consumers of information.
OR.SS.HS.74
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Social Science Analysis
Standard: Analyze an event, issue, problem, or phenomenon, critiquing and evaluating characteristics, influences, causes, and both short- and long-term effects.
Learning Domain: Substance Use and Abuse
Standard: Differentiate classifications of substances.
Learning Domain: Substance Use and Abuse
Standard: Analyze how addiction and dependency impact individuals, families, and society.
Learning Domain: Substance Use and Abuse
Standard: Compare and contrast school, local, state, and federal laws related to substance possession and use.
Learning Domain: Substance Use and Abuse
Standard: Describe laws related to minors accessing substance abuse treatment.
Learning Domain: Substance Use and Abuse
Standard: Analyze valid and reliable information to prevent or treat substance dependency and addiction.
Learning Domain: Substance Use and Abuse
Standard: Design a drug-free message for a community beyond school.
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oercommons
|
2025-03-18T00:36:37.547580
|
Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101892/overview",
"title": "Grade 11 Interdisciplinary Social Science and Health Opioid Prevention Lessons",
"author": "U.S. History"
}
|
https://oercommons.org/courseware/lesson/99882/overview
|
_People_Student_Materials__
Who Is This Person? activity
Overview
The speaking activity is sutiable for 10 English learners of 10-12 years old but may be used with adults too.
Resources doc the activity
"Who is this person" speaking activity is suitable for up to 10 Englisj learners of 10-12 years old but may be used for adults too.
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oercommons
|
2025-03-18T00:36:37.564601
|
Evgeniya Nikiforova
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99882/overview",
"title": "Who Is This Person? activity",
"author": "Game"
}
|
https://oercommons.org/courseware/lesson/64657/overview
|
Education Standards
Running Record
Special Education LLI Reading Intervention Lesson Plan
Overview
This is a special education reading intervention lesson plan using the Fountas and Pinnell program LLI. Brain based strategies as well as special education strategies are incorportated into this lesson. This is from the green kit and is lesson 80, which is level G.
Lesson Plan and Materials
Lesson Plan Title: LLI Lesson 80
Teacher’s Name: Crockett
Unit: Alpha Level G Subject: Reading/Writing Grade: 2
Lesson Objective(s): SWBAT
| Assessments:Formative: Running Record | |||
| ELL/SPED & Brain-Based Strategies:Brain Based Strategy: Make Emotional ConnectionsSPED/ELL Strategy: Have student use highlighter to take important notes | Technology Tools: N/A | |||
Materials:
| ||||
| State Standards: CCSS.ELA-LITERACY.RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. | ||||
| Time | Materials | Strategy | Lesson Directions | |
| 10 min. | How Frogs Grow bookRunning record | Have student use highlighter - ELL/SPED | Re-Reading: The students will re-read the book, How Frogs Grow, which we read yesterday. One student will be reading the book to me as I take a running record. The students who are not reading to me will be using highlighter tape to highlight important parts of the book to include in their writing. | |
| 10 min. | Student writing books | Writing: The students will write 3 sentences to summarize the steps of how a frog grows. They will use their book to assist with spelling and also to look back at the notes they took with their highlighter tape. | ||
| 5 min. | Follow the path game | The students will play the follow the path game. This game helps them practice reading words on their instructional level. | ||
| 10 min. | Brave Taco book | Make emotional connections - brain based | Reading/Comprehension: The students will then read Brave Taco to themselves. After each student is finished reading the text the teacher will ask comprehension questions. Questions:Who were the characters in the story?Where did this story take place?What were the differences between Taco and Orson?How did Taco show that he was brave?Tell me about a time that you had to be brave like taco. | |
| Assessment Goal:Students will complete the assignment with 90 % accuracy. | Running Record | Assessment: The running record taken at the beginning of the lesson is the assessment used to track progress in this program. Students should be able to read the text with at least 90% accuracy and be able to answer ⅘ comprehension questions. |
| Resources: |
|
Instructor Notes:
I chose this lesson because my students have a harder time comprehending nonfiction text than they do comprehending fiction text. I modified this lesson to include the students using highlighter tape to remember important information that they will use in their writing. I also modified it to add the comprehension question for them to make an emotional connection.
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oercommons
|
2025-03-18T00:36:37.592445
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64657/overview",
"title": "Special Education LLI Reading Intervention Lesson Plan",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/85645/overview
|
Anita Blair and Louise Dietrich
Anita Blair Lesson Plan
BC Critchett Lesson 1
Bernice Love Wiggins Lesson plan1
Cynthia Farah Lesson Plan
Diana Washington Valdez Book Instructions1
Diana Washington Valdez PP by Perla1
D. Washington Valdez Lesson Plan
Leona Washington Lesson Plan by Rodriguez
Mabel Welch marker text
Text_from_Houchen_Historic_Marker_
Text of Douglass School Marker
transcript_Alumni_promotes_video
Transcript from Leona Ford Washington video
Transcript_from_Maude_E._Craig_Sampson_Williams_video_
transcript_Louise_Dietrich_video_G89P5II (1)
transcript Lucy Acosta video
transcript Mago's son's video
transcript_McCall_Center_video_
transcript Myrna Deckert video
Transcript of Douglass School Video
Transcript of historical society video
Transcript_of_Nestora_Piarote_video_
Transcript_of_streets_named_after_women_
transcript_Sister_Buffy_video_
Women, Voting, & Dietrich
Women's history month A to Z: El Paso, TX
Overview
Community volunteers in El Paso, Texas gathered existing educational resources and created new short videos to assist in integrating March as Women's History Month into educational experiences for young people in Texas.
Introduction
Women's History Month is every March in El Paso, Texas.
These pages are in alphabetical order to make it easier to navigate. Each entry hopefully contains primary, secondary, and teaching resources about important women in the history of El Paso, Texas. Susan B. Barnum, Joseph Longo, and Eva Ross (see photo above) worked during COVID pandemic 2020-22 and after to compile resources. This website contains print resources and videos of local sites in our community named for women. In 2022 with the COVID pandemic still raging, the national theme was "Women providing health, promoting hope." Roughly 25 postcards honoring women in the health field were generated. Postcards apppear at end of this entry. Postcards designed by Susan B. Barnum were added in subsequent years.
"A" Lucy G. ACOSTA, Keitha ADAMS, Francisca "Dona Paca" ALARCON, Martha ARAT, Juana M. ASCARATE, Zacchia Jabalie AYOUB, Suzie AZAR etc,
Lucy ACOSTA, Member Texas Women's Hall of Fame,
LULÅC leader,Advocate for elders
Lucy G. Acosta (1926-2008) was a Mexican American activist in El Paso, TX who worked with the League of United Latin American Citizens (LULAC). Lucy served on many community boards and co-founded Project Amistad in 1976.
Primary Resources
Oral History Interview No 653, ScholarsWork@UTEP
Secondary Resources
Wikipedia (has bibliography in references)
Texas Women's Hall of Fame, DIGIE (group photo)
Laura Condon, et.al, "Lucy Acosta's legacy continues in LULAC," EPCC Borderlands, Vol. 28, 2010-2011.
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press, 9780875654300. p. 29-30.
MS 447 Eva Ross Collection, UTEP Library Special Collections:
Teaching Resources
El Paso Women's History Coloring Book Vol. 1 available through UTEP Library Special Collections
Acosta_Lesson_Plan_1_HaqWipq.docx
___________________________________________
Keitha ADAMS, Women's Basketball Coach at University of Texas at El Paso, member El Paso Women's Hall of Fame
Primary Sources
Secondary Sources
Keitha Adams Returning as UTEP Women's Basketball Head Coach, 2023
_____________________________________________
Francisca Dona Paca ALARCON
Primary Sources
Secondary Sources
"Dona Paca," El Paso Times, Sept. 13, 2000: 1A.
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso, (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 53-54.
____________________
Martha ARAT Artist
Primary Sources
Special Collections UTEP Library Scholarswork MS454
Secondary Sources
Marcia Hatfield Daudistel, Grace and Gumption, The Women of El Paso, TCU Press, p. 6-11.
___________________________________________
Juana M. ASCARATE
Primary Sources
Secondary Sources
Susan B. Mayfield, "Tribute to Juana Azcarate de Stephenson," Password, El Paso County Historical Society, Vol. 40, No. 1, El Paso,Texas, Spring, 1995, p. 23-25.
Hugh B. Dwyer, "Juana Stephenson, First El Paso Woman Settler, Died 100 Years Ago," El Paso Times
____________________________
Zacchia Jabalie AYOUB, businesswoman, El Paso, TX
Secondary Sources
Frontera: Businesswomen/Entrepreneurs
Teaching Resources
El Paso Women's History Coloring Book Vol. 1.
___________________________________________
Suzie AZAR, entrepreneur, aviatix, only female mayor of El Paso as of 2024
Suzie Azar was the first and only female mayor of El Paso,TX as of 2024. She held office from 1989 to 1991. Under her administration several environmental issues were addressed. One of her first acts as mayor was to sign paperwork to help create the Franklin Mountain State Park. Azar is also a flight instructor and a member of the women's pilot organization, the Ninety-Nines. She was inducted into the El Paso Women's Hall of Fame in 2005. Azar donated her records MS436 to Special Collections UTEP Library.
Primary Resources:
Scholarswork Guide to MS436 Suzanne S. Azar papers at UTEP Library Special Collections
EPCC Interview video, Flight school video, DIGIE photograph
Guide to MS348 El Paso Herald-Post Collection at UTEP Library Special Collections
Holden Lewis, "El Paso Mayoral Runoff Slips Into Mud," May 26, 1989, The Odessa American.
Secondary Resources:
Eva Ross Collection on El Paso Women MS 447 at UTEP Library Special Collections
100 Years of Women at UTEP published by Texas Western Press, p. 59,
Mary Margaret Davis, "Many Events Planned for Women's History Month," El Paso Times, February 27, 1991 second page (notice anything about the picture?)
Teaching Resources:
El Paso Women's History Coloring Book Vol.1, and Vol. 2 available thruough UTEP Library Special Collections
American Aviatrixes: Women with Wings, Queen of the Air a children's book.about Katherine Stinson, another TX aviatrix.
____________________
"B" Eve BALL, Alice P. BERRY, Drury BIRD, Anita BLAIR, "Buffy" BOESEN SL, Julia North BRECK, Kate M. BROWN, Iris BURNHAM,Sharon BUTTERWORTH, etc.
Eve Ball, American historian, specializing in the history of the Apache.
Primary Sources:
Simmons, Marc. "Stubborn Author Rescued, Preserved NM frontier." El Paso Times. April 10, 1983.
Secondary Sources:
__________________________
Alice Pierce BERRY
Women Who Forged El Paso (Draft) El Paso County Historical Society
_________________________________
Drury BIRD, Deputy constable and animal rights advocate
___________________________________________
Anita Lee BLAIR and her seeing eye dog, Fawn,
State Representative, advocate for the blind
Anita Lee Blair (1916-2010) was the first blind woman elected to a state legislature in the US. She was also the first person in El Paso, TX to have a service dog. Her dog was a German shepherd named Fawn. Anita served one term in the Texas House of Representatives in 1952. Independent throughout her life, she is buried in Texas State Cemetery.
Primary resources:
UTEP Library Special Collections MS 605
Secondary resources:
Gary Scharrer, "Woman wouldn't trade life," El Paso Times, Dec 26, 1985, p. 1B.
El Paso County Historical Society has info on Anita Lee Blair
Teaching Resources:
El Paso Women's History Coloring Book Vol. II p.8
Anita_Blair_and_Louise_Dietrich_iZFUYZI.docx
An Ode to Autumn by an author in the spring of her career ( Helen Keller) lesson plan from Library of Congress
___________________________________________
Buffy Boesen, former president Loretto Academy in El Paso, TX. In 2024 she was chosen to be president of the worldwide Loretto Community.
Primary Resources
Secondary Resources
Loretto Magazine
Teaching Resources,
El Paso Women's History Coloring Book Vol. II
__________________________________________________
Julia Spalding North BRECK, Early female candidate for mayor, El Paso, TX
Primary Resources
"City of golden sun presents plans for large AAUW Convention," El Paso Herald-Post, March 24, 1962.
"Mrs. Breck Elected, El Paso Herald-Post, Ap 29, 1968.
Prich Matthews, "Mrs. Breck capable in community," July 31, 1953.
Secondary Resources
Claudia Rivers of UTEP library archives did slide show on Julia Spalding North Breck
El Paso County Historical Society Women Who Forged El Paso (Draft)
Carolyn Breck wrote up biography for Hall of Fame of El Paso County Historical Society about Julia
____________________
Kate Moore Brown, Civic Leader, Musician, Teacher,
Prmary Resources
photos on digie.org
Secondary Resources
"Kate Moore Brown: A Woman of Many Firsts, Borderlands, publication of El Paso Community College, Vol. 30, p.12.
Ynes Christie, "The Woman's Club of El Paso Texas," Southwestern Clubwoman, (February, 1953), p. 2.
Teaching Resources
El Paso Women's History Coloring Book VOL 1, Scholarswork at UTEP Library
___________________________________________________
Iris BURNHAM Educator, Activist,
Secondary Sources
David Crowder, "Education Innovator, Iris Burnham retires, El Paso INC, Ap 27 2015.
_________________________________________________________________________
Sharon Butterworth civic leader, mental health advocate
Primary Resources
Secondary resources
Tracy Yellen, "Butterworth dedicated..." El Paso Times, May 9, 2019, p. 6A.
Carol Viescas,"Volunteerism," El Paso Times, Ap 2,1981, p. 8J.
"C" Marlena Cano, Kathleen CARDONE, Mother Praxedes Susan CARTY, Alicia CHACON, Herlinda Wong CHEW, Linda Y. CHEW, Selfa A. Chew, Martha COTERA, etc.
Malena Cano, music artist, ranchera singer El Paso, TX
Primary Sources
Secondary Sources
____
Kathleen CARDONE, federal judge in El Paso, TX
Primary Sources
Secondary Sources
YWCA Profile: "Children cope with divorce program drew newcomer," El Paso Times, May 20, 2009, p. 2D & 10D.
______
Mother Praxedes CARTY, visionary leader, educator,
See PRAXEDES
______________________________________
Alicia CHACON, Texas Women's Hall of Fame,Political Pathmaker,Business Woman
Room in County Courthouse of El Paso, TX recently named for her. 4.4.2022
Primary Sources
UT Arlington Center for Mexican American Studies,
Secondary Sources
Oscar J.Martinez, LatinX El Paso, Trego Hill Publications, El Paso, TX, 2021, p. 81-82.
Google Maps: Location
Victoria Rossi, "El Paso Trailblazer: she opened..," El Paso Matters, March 22, 2022.
“Chacon to get MALDEF achievement award,”El Paso Times, Sept. 13, 2013.
“Alicia Chacon’s National Honor,” El Paso Times, editorial, Sept. 16, 2013.
“Chacon plans ambitious…,” El Paso Times, Ap 25, 1996, p. 1B.
Carol Viescas, “Family boosts Alicia Chacon,” El Paso Times, July 24 1975, p. 4C.
“Chacon resigns YISD seat,” El Paso Times, March 1, 1978.
“Chacon is mum,” El Paso Herald Post, July 15, 1978.
Tom Butler,” Hatchet job alleged,” El Paso Times, July 15, 1978.
Jane Pemberton, “Chacon form mixup revealed,” El Paso Herald-Post, July 18, 1978.
Jane Pemberton, “Mrs. Chacon recertified for job,” El Paso Herald-Post, Aug. 24, 1978.
“Alicia Chacon returning to El Paso,” El Paso Times, Mar 28 1979, p. 1A.
“Chacon, Women ‘fast catching up’, El Paso Times, May 18, 1979.
“Mrs. Chacon has experience,” El Paso Times, editorial, Mar 22, 1983.
“Chacon tries for 2nd term,” El Paso Times, Jan 21, 1985.
“Alicia Medina, “Alica Chacon faces ‘Great Bureaucracy’, El Paso Times, Sept. 17, 1985
Teaching Resources
El Paso Women's History Coloring Book, Vol. I available ScholarsWork@UTEPthrough UTEP Library
___________________________________________
Herlinda Wong CHEW, businesswoman, immigration expert, linguist
Herlinda Wong Chew was born in Guadalajara,Mexico. She was of Chinese and Mexican heritage. She and her husband, Antonio, opened a grocery store in Ciudad Juarez, Mexico. The Chews also opened the New China Grocery in El Paso, TX. Digital wall at El Paso Museum of History contains photo of store. Family lived at 1912 Yandell St. El Paso, TX.
On a visit to China, Herlinda met Mexican women who had been abandoned by their Chinese husbands. She was able to help some of the women and their families return to Mexico.
Primary Resorces
Secondary Resources:
Digie (1935),
Wikipedia
The Chews," Generation XYZ: Texas Bar Journal, May 2014.
PBS program - The Chinese Exclusion Act,
Archivegrid, Texas Women's University
Irwin A. Tang, Asian Texans, Our histories and our lives, p. 63 & 375, ISBN978-0-9679433-7-4
"How Women Shaped Frontier Texas" Austin American Statesman, March 29, 1996,
"Heroines on Horseback," Austin American Statesman, March 29, 1996.
"Chinese Chronicles" El Paso Times, February 20, 2000."
Early Chinese Immigration to the U.S.
Building the First Transcontinental Railroad
Teaching Resources:
El Paso Women's History Coloring Book, Vol I available electronically through UTEP Library Special Collections.
Children's book Coolies
________________________________
Linda Yee Chew, Judge 327th District Court
Primary Resources
Secondary Resources
The Chews," Generation XYZ: Texas Bar Journal. May 2014.
Teaching Resources
El Paso Women's History Coloring Book Vol. 2 from UTEP Library Special Collections,
__________________________________--
Selfa A. Chew Ph.D
Dr. Selfa Chew-Melendez holds a PhD in Borderlands History from The University of Texas at El Paso. She earned a Bachelor of Arts Degree in Communication Science from Universidad Nacional Autónoma de México, an MA in History, and her MFA in Creative Writing from UTEP.
She studied Fine Arts at Pasadena City College and the Art Center College of Design. She was a Smithsonian Fellow in the Latino Image Representations and Interpretation Institute. Her work (poetic, graphic, narrative, and editorial) has been published in Peru, Spain, Argentina, Mexico, China, the Nederland’s, and the United States. She received the Voces al Sol award by the Universidad Autónoma de Cd. Juárez in 2015 for her work as a playwright.
Dr. Chew’s research focuses on racial relations, the Asian and African diasporas, and World War II. She is currently Associate Professor of Instruction at the Department of History, and the African American Studies Program. Her latest publication Uprooting Community: Japanese Mexicans, World War II, and the U.S. - Mexico Borderlands, was awarded an International Latino Book Award, and the Southwest Book Award, in 2017. She is a doctoral candidate/ABD in the program in Sociocultural Foundations of Education Program at the University of Texas at El Paso.
Primary Resources
Secondary Resources
Teaching Resources
El Paso Women's Coloring Book VOL. 2 p.11 available online via Special Collections UTEP Library
___________________________________________
Martha COTERA, Chicana feminist/writer/ librarian
Martha P. Cotera attended El Paso High School in El Paso, TX. She is a librarian, and scholar. She was influential in the Chicana Feminist movement and wrote books on the topic. Martha attended the 1977 National Women's Conference in Houston. She was the keynoter at a conference forty years later, delivering the Mc Govern Lercture to commemorate the 40th Anniversary of the National Women's Conference (NWC). She was also featured in the documentary, Las Mujeres de la Caucus Chicana.
Primary Sources:
Oral History file and transcript,
Las Mujeres Trailer: Martha Cotera,
Secondary Sources:
Autumn Rendall, "Feminists Reunite at National Women's Conference Anniversary, "
Archie Waters, "Hispanic women rewrite history with their achievements," El Paso Times, Oct 8, 1998, Lower Valley supplement, p. 3.
___________________________________________
Belle Christie CRITCHETT, suffragist, teacher, political activist
Belle Christie Ferguson Critchett (c. 1868 -1956) was an activist and a suffragist in El Paso, TX. Belle worked with the Texas Equal Suffrage Association (TESA) and also supported the temperance movement. Belle worked to include Mexican American and African American women in El Paso in the women's suffrage movment.
After women earned the right to vote, Belle became president of the League of Women Voters of El Paso. She is buried in Evergreen Cemetery.
Primary Resources
Letter, Feb. 1,1919 from Texas State Senator R. M. Dudley to Belle C. Critchett is in UTEP Library Special Collections
UTEP Library Special Collections Finding Aid MS 386
Secondary Resources
Abbie Weiser, "Looking Within:Discovering Women's Organizations, "
Password, quarterly publication of El Paso County Historical Society, Vol. 64, No. 2, El Paso, Texas, Summer, 2020.
Teaching Resources
Suffrage Stratgies:Voices for Votes, National Archives lesson plans, one week
Capital Women, 4th, Complete Lesson Plan
El Paso Women's History Coloring Book Vol. II p. 12 available electronically through UTEP Library Special Collections
"D" Marcia H. DAUDISTEL, Ouisa DAVIS, Myrna G. DECKERT, Alzina Orndorff De GROFF, A. Louise DIETRICH, Juana Marquez DOWELL,Eleanor DUKE Ph.D, etc.
Marcia Hatfield DAUDISTEL, Editor, Author
Marcia Hatfield Daudistel helped publish over seventy books as the former assiciate director of Texas Western Press. She was a presenter at the 200k9 Texas Book Festival. She presented at 2011 annual meeting of Texas State Historical Assn.
Primary Sources
Secondary Resouces
"New Exhibit features..." www.elpasoINC.com, Feb 22-28, 2015
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Ouisa DAVIS, immigration attorney, civil rights activist, editorial writer
Primary Sources
"Ouisa Davis, "Want peace and justice? Start with yourself," El Paso Times, Dec 31, 2010, p. 7B.
Ouisa Davis, "Get involved in running a government," El Paso Times, June 12, 2013, p.7B.
"Ouisa Davis, "Time for us to redefine patriotism," El Paso Times, June 28, 2013, p. 7B.
"Davis column downplays violation of the law," Letter to editor, El Paso Times, Dec 31, 2013, p. 3B.
Ouisa Davis, "LULAC planning another powerful women's conference," El Paso Times, Oct 25, 2013, p. 7B.
Ouisa Davis, "Malala's story speaks volumes about public education," El Paso Times, Oct 1, 2013, p. 7B.
Ouisa Davis, "Holidays bring different schedules for child custody," El Paso Times, Nov 22, 2013, p. &B.
Ouisa Davis, "El Pasoans should vote in midterms," El Paso Times, Oct. 31, 2014, p. 5 B.
Ouisa Davis, "Pay attention to judicial races, " El Paso Times, Feb. 14, 2014, p. 5B.
Ouisa Davis, "How you can help those facing domestic violence," El Paso Times, Mar 13, 2015, p. 5B.
Ouisa Davis,"Villegas Case points to need for judicial reform," El Paso Times, Ap 3, 2015, editorial page.
Ouisa Davis, "Abuse victims, do not be afraid to call for help," El Paso Times, Jan 26, 2018: 6A.
Secondary Resources
Teaching Resources
_______________
Myrna George DECKERT, YWCA executive, member El Paso Women's Hall of Fame, non profit administrator,
Myrna George Deckert for many years oversaw the growth of the YWCA El Paso del Norte Region. After serving as CEO of the YWCA for 32 years, Myrna continued as an executive, first with the Paso Del Norte Group, and later the Paso del Norte Health Foundation. She died in 2020. A street in east El Paso,TX is named for her. The YWCA continues to provide much needed family programs, fitness opportunities, child care, housing and more.
Primary Sources
Myrna Deckert YWCA in Northeast El Paso, TX Google Maps: Location
"Humble Heroine", El Paso Times, August 25, 1993.
"Longtime city leader Deckert dies at 83," El Paso Times Sept. 15, 2020, p. 1A & 4A
"A tribute to Myrna J. Deckert," El Paso INC, Sept 20-26, 2020.
David Crowder, "El Paso icon Myrna Deckert has died," EL PASO Inc. Sept 13-19, 2020, p. 6A.
Heather Coons, "Myrna Deckert, Advancing El Paso's Business, City Beat Magazine, Nov-Dec. 2014, p. 7. www.citybeat.us
Maria Cortes Gonzalez, "Celebration of life planned for Deckert," El Paso Times, June 2, 2021: 3A.
Secondary Sources
El Paso County Historical Society, Women Who Forged El Paso Draft booklet
Centennial of YWCA 2009 articles in El Paso Times about El Paso women who supported work of YWCA
___________________________________________
Alzina "Mama De" Allis Orndorff DE GROFF, suffragist, businesswoman in El Paso, TX, hotelier
Primary Resources
Secondary Sources
El Paso County Historical Society Women Who Forged El Paso (Draft)
Betsy Hagans, "Mama De's Vision," Password, quarterly of El Paso County Historical Society,
Vol.XXVII, No. 1.
____________________________________________
A. Louise DIETRICH, nurse leader in El Paso TX, suffragist
A. Louise Dietrich (1878-1962) came to El Paso, Texas in 1902 and stayed to help with an epidemic of typhoid fever in the city. She spent a lifetime improving nursing in Texas as a profession. She helped found a local mothers' hospital and also was active as a suffragist. She started the first nurses' registry in Texas and founded the El Paso Graduate Nurse Association. She and Miss Emily D. Greene operated the Baby Sanatarium in Cloudcroft, NM for eight years. Later she was president of the Texas League of Women Voters.
Primary Sources:
UTEP Library Special Collections Finding Aid Graduate Nurse Coll. MS 276
The Caregivers, published by Sundance Press, 1999, p. 165, 248.
United States Veterans Administrator Master Index, 1917-1940 attached to Emily Dana Greene 1875-1969 G32W789
"Urges Women to Vote Today," El Paso Times, August 23, 1952.
Secondary Sources:
History of Texas Board of Nursing,
Password, El Paso County Historical Society, Vol. 64, No. 2, El Paso,Texas, Summer, 2020, p.62-63.
Digital Wall El Paso Museum of History photos of earliest Providence Hospital in El Paso
Teaching Resources:
Book Be a Nurse Like Me
Suffrage Strategies: Voices for Votes
____________________________________
___________________________________________
Douglass High School, El Paso, TX Female Alumnae
El Paso, TX had a segregated public school system, and Douglass Grammar and High School served the African American community. Douglass Grammar and High School was built in 1891 and closed in 1920. A new Douglass School was built in 1920 and this original buildingin the Segundo Barrio was sold.
1941 Alums of Douglass on digie.org
____________________
Juana Marquez Dowell , Tigua, Early El Paso Pioneer, wife of mayor
Primary Resources
Secondary Resources
Wikipedia?
Concordia Cemetery?
El Paso County Historical society?
Digital wall El Paso Museum of History,
_____________________--
Rufina Eva Ducre, Member El Paso Women's Hall of Fame
Primary Sources
75(R) SR 463 Shapleigh of TX
___________________________________________
Eleanor Lyon DUKE Ph.D. UTEP Biology Professor
Eleanor Lyon Duke (1918-2013) was a leader in the fight for equal pay for women at the University of Texas at El Paso. The efforts to gain woman's suffrage in the US were peaking the year she was born. She was the Outstanding Ex-student of UTEP in 1971. Dr. Duke worked many years as a professor of biology at the UTEP. In 1979 Eleanor filed a lawsuit against UTEP for sex discrimination, stating that she and other female faculty were discriminated in terms of pay, promotion, and teaching opportunities. She won the suit after a lengthy legal battle. As a student, alumnae, and professor emerita she showed that she valued both justice and education. By the time she died, women in El Paso, TX and at UTEP were in key leadership positions.
Primary Resources
UTEP Library Special Collections has Finding Aid SPC Manuscripts MS 205
Adventures in Academe written by E. Duke are in her collection.
Secondary Resources
NOVA, the UTEP Magazine, 1974,
100 Years of Women at UTEP published by Texas Western Press, p. 48.
Teaching Resource
El Paso Women's History Coloring Book Vol. II available through UTEP Library, Special Collections
_____________
Margaret Dupont, Tennis Legend,
Primary Sources
Obit, New York Times
Irv Prell, "Tennis took women around the world," El Paso Times, Sept 15, 1994 p. 2 west
Secondary Sources
YWCA profile 2009 El Paso Times, p. D1
___________________________________________
Martha DURON Hernandez, member El Paso Women's Hall of Fame
Primary Sources
Secondary Sources
El Paso Inc. Business Weekly Sept 27, 2011
"E" Willarda EDWARDS M.D, Blanca E. ENRIQUEZ, Elvira V. ESCAJEDA, Veronica ESCOBAR,
Willarda EDWARDS, MD
Secondary Resources
Alicia Ault, "Physician Sues AMA for Defamation...," Jan 19,2023
__________________________________________________________
Blanca ENRIQUEZ, Director of Office for Headstart, Early childhood education advocate
Primary Sources
"From the barrio to the nation's capitol," Prospector, Jan 19, 2016.
Secondary Sources
El Paso Women's Hall of Fame
__________________________________________
Elvira ESCAJEDA, activist in Chamizal Settlement, Community advocate,
Primary Sources
Secondary Sources
Handbook of TX
"Elvira Villa Escajeda"
"Chamizal Dispute"
Alana De Hinojosa, "El Chamizal, An Unfinished Story," Password, publication of El Paso County Historical Society, Vol. 65, No. 3, El Paso, TX, Fall 2021.
Teaching Resources
___________________
Veronica ESCOBAR, Latina Congresswoman from El Paso, TX
Veronica Escobar serves as the United States representative for the 16th Congressional District of Texas. Veronica previously served as a county commissioner and then County Judge in El Paso, TX. Veronica is an alumnae of the University of Texas at El Paso. She has written editorials for the New York Times. She was in U.S. Capital during insurrection 2021.Primary Resources
"Rep. Escobar Calls for Immigration Reform..." (January 10, 2019 video)
New York Times editorials
"All Quiet on the Southern Front," guest editorial by Veronica Escobar, New York Times, Oct 5, 2011.
"Gridlock on the Rio Grande," 2013
"Why the Border Crisis is a Myth", 2014.
Secondary Sources
Wikipedia, bibliography in references
"Veronica Escobar, Sylvia Garcia are the First Texas Latinas Elected to Congress," El Paso Times, Nov 6, 2018.
Angel Kocherga, "El Paso Congresswoman recounts mob attack," KTEP, Jan 7, 2021.
"Escobar's speech in favor of impeachment," El Paso Times, Dec 18, 2019.
"Questionnaire: Veronica Escobar, Candidate for Congressional District 16," El Paso Times, October 12, 2020.
Daniel Borunda, "Escobar: Stimulus to aid workers, families, " El Paso Times, March 17, 2020 p. 9A.
Eleanor Dearman, "Escobar, Armendariz-Jackson vie for US District 16," El Paso, Times, Oct 14, 2020, p. 1A & 11A.
"I Represent El Paso. What I'm Asking For Doesn't Include Open Borders," March 24, 2021.
"Anti Escobar PAC fails," El Paso Times, Feb 18, 2015.
"Ex candidates sue Veronica," El Paso Times, Mar 18, 2015.
"Escobar easily wins," El Paso Times, Mar 7, 2017.
Daniel Borunda, "State of County speech," El Paso Times, Sept 28, 2017.
Letter to editor, "Attacks on Veronica..." El Paso Times, Mar 4, 2018: 6A.
Molly Smith, "Escobar leads field hearings," El Paso Times, Sept. 7, 2019:1A.
Lauren Villagran, "Escobar, Smith tour new fence," El Paso Times, Oct 9, 2019:1A.
Secondary Resources
100 Years of Women at UTEP published by Texas Western Press, p. 72.
Teaching resources
El Paso Women's History Coloring Book, Vol. 2, UTEP Library, Special Collections digital copy
Veronica Escobar talking about the El Paso Women's History Coloring Book
"F" Cynthia FARAH Haines, Hana FARAH, FARAH Strikers, Maria Elena FLOOD, Josephine Clardy FOX, Barbara FUNKHOUSER
Cynthia Weber FARAH Haines, Writer, Photographer, Community Volunteer,
Primary Sources
Oral history Interview Scholarswork interview #1616, UTEP Library archives
Oral History 1975
Oral History 2007
Cynthia Farah Haines papers UTEP Library MS319 Special Collections
Cynthia Farah Haines papers (CA) Cynthia Farah Haines papers (Stanford)
Google Maps: Location
Secondary Sources
Teaching Resources
Lesson Plan Cynthia_Farah_L.P.2.docx
El Paso Women's Coloring Book, Vol II available through Scholarswork UTEP Library
___________________________________________
Hana FARAH, Businesswoman
Primary Sources Oral History
Secondary Sources
Marcia Hatfield Daudistel, Editor, Grace and Gumption, The Women of El Paso, TCU Press, p. 204-209.
Evan Haywood Antone wrote biography of her son Willie Farah. It includes info on Hana.
El Paso County Historical Society Women Who Forged El Paso (Draft)
_______________________________________________________________
Farah Strikers, Labor Activism in El Paso, TX
The Farah Strike took place between 1972 and 1974 at the Farah Manufacturing Company in El Paso, Texas. The strike first began at the San Antonio plant and was led by Chicana, Sylvia M. Trevino. The strike included more than 4,000 workers, most of whom were women. Strikers wanted job security, benefits, better job conditions, and higher pay.Primary Sources
Civil Rights in Black and Brown, Peralta/ Farah Strike, Marin/Farah Strike (in Spanish).
UTEP Special Collections Oral History Scholarswork
Interview #1605 of Emma Acosta who worked at Farah, who later became city rep and ran for Mayor
"Farah Strike ends after 21 months," New York Times, February 25, 1974.
"El Paso Clothing Worker Tours Area to Gather Support for Farah Strike," El Paso Times (May 15, 1973)
Digital Wall at El Paso Museum of History downtown has photos
Secondary Sources
Wikipedia, includes good bibliography
"Farah, Incorporated," Handbook of Texas, Myra Zantell,
Jensen, Joan M. & Sue Davidson, A Needle, A Bobbin, A Strike (1984) Temple University Press. (availble open access from JSTOR)
UTEP Library Special Collections, Chicano Vertical Files,
Coyle, Laurie, Gail Hershatter & Emily Honig
Women at Farah: An Unfinished Story (1979). copy available at El Paso Public Library, Border Heritage Center.
El Paso County Historical Society has notes from Evan Antone's book William Farah, Industrialist.
Teaching Resources
Bread and Roses Strike of 1912
"Teaching Women's History: The El Paso Laundry Strike of 1919"
El Paso Women's History Coloring Book Vol 1 & Vol. 2 p. 16 available electronically from UTEP Library Special Collections
___________________________________________
Maria Elena Acevedo FLOOD, Member Texas Women's Hall of Fame, Educator,
A native of El Paso, TX Maria Elena Flood worked as a health educator and served on the Texas State Board of Education. She was the Project Director for the Texas Tech Area Health Education Center and the Texas Tech University Health Sciences Center. She is a member of the Texas Women's Hall of Fame.
Primary Sources
Oral History 2 hour interview available through UTEP Library Scholarswork interview no. 820.
El Paso Herald-Post collection,MS 348, UTEP Library, Special Collections,
UTEP Library, Special Collections,MS 447 Eva Ross Collection
Bank of the West announces nomination
Mentioned in this oral history of Jose Manuel De La Rosa
Secondary Sources
Kimball, Rene. "Mother of the Year Compares America to 'Tapestry' Not 'Melting Pot' Nation." El Paso Times (May 10, 1977).
"Maria Elena Flood to Receive Teachers' Humanitarian Award." El Paso Times, May 26, 1985.
Teaching Resources
El Paso Women's History Coloring Book Vol.1 avalilabe through UTEP Library Scholarswork.
___________________________________________
Josephine Clardy FOX, Businesswoman, Philanthropist
Josephine Marsalis Clardy Fox (1881-1970) was an El Paso, TX businesswoman, philanthropist, musician, and hat enthiusiast. Her home was once at 1119 Montana Street.
She studied music in her youth and later invested in business. The Fox Fine Arts building on the UTEP campus is named for her. She created Fox Plaza Shopping Center. Josephine donated land for a children's home, donated land for both a school and a public library. Her collection, including her many hats, is housed at UTEP Library, Special Collections.
Primary Sources
Available in her collection at UTEP Library Special Collections Scholarswork
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso, (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 128-133.
Fox Fine Arts Center at UTEP, Clardy Fox Library, El Paso, TX , Fox Plaza Shopping Center
Secondary Sources
Curlee, Kendall. "Fox, Jesephine Marsalis Clardy" Handbook of Texas Online.
NOVA (1970) "Josephine Clardy Fox",
Burns, Ruby. (1973) "Josephine Clardy Fox: Traveler, Opera-goer, Collector of Art, Benefactor" published by Texas Western Press.
100 Years of Women at UTEP, published Texas Western Press, p. 42
Teaching Resources
El Paso Women's History Coloring Book, Vol. 2.
___________________________________________Jeanie M. FRANK, Pioneer El Paso High Teacher
Secondary Sources
Women Who Forged El Paso (Draft), El Paso County Historical Society
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 88-89.
__________________________________
Babara FUNKHOUSER, Newspaper Editor, author
Primary Sources
Paul Vargas, "Barbara Funkhouser: A Chronicle..." Borderlands flipbook
"G" Mago Orona GANDARA, Alicia GASPAR de Alba, Ana GIL, Mimi GLADSTEIN Ph.D. ,Octavia GLASGOW, Mary Edna GONZALEZ,Christine GRANADOS, Rosa Ramirez GURRERO, Gertrude A. "Sugar" GOODMAN, etc.
Mago Orona Gándara, Borderlands Artist
Mago Orona Gándara (1929-2018) was a Chicana artist who created murals and sculptures throughout Ciudad Juarez and El Paso,Texas. She graduated from Loretto Academy in 1946. Manuel Acosta painted her portrait.Primary Resources
Scholarswork at UTEP Library Special Collections Mago Orona Gandara Collection MS 584
Secondary Resources
Olvera, Joe. "The Hispana Artist." El Paso Times, January 14, 1990.
Teaching Resources
El Paso Women's History Coloring Book Vol. 1 available from UTEP Library Special Collections Scholarswork
___________________________________________
Alicia Gaspar de Alba, Chicanx author, scholar
Primary Sources
Secondary Sources
Wikipedia
Dalilia Limon, "Alicia Gaspara de Alba: the Voice of Activism," Borderlands flipbook
___________________________________________
Ana L. GIL Member El Paso Women's Hall of Fame, Construction manager
Google Maps: Location
___________________________________________
Mimi Reisel GLADSTEIN Ph.D. Author, professor, University of Texas at El Paso
Named to El Paso Women's Hall of Fame in 2011.
First director of Women's Studies Program at UTEP.
Wrote The Last Supper of Chicano Heroes: Selected Works of Jose Antonio Burciaga.
Primary Sources
Gladstein Mimi Reisel and Sylvia Deemer Cohen, The Wild West Welcomes Holocaust Survivors, Lone Stars of David, Brandeis University Press, Waltham, MA, 2007, p. 239-254.
Secondary Sources
Wikipedia
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso, (2011) Fort Worth, Texas: TCU Press, 9780875654300. p. 220.
Charles H. Martin and Rebecca M.Carter, editor, Diamond Days, Texas Western Press, El Paso, TX, 1991.
El Paso County Historical Society, Women Who Forged El Paso (Draft)
Teaching Resources
______________
Octavia GLASGOW (1900-1986) Historic preservationist, artist, educator
Octavia Magoffin Glasgow born Dec 30,1900 in El Paso, TX was the second child of Josephine Magoffin Glasgow and Brigadier Gen. William J. Glasgow. Josephine was nicknamed “The Admiral” by her husband. Their daughter Octavia, affectionately nicknamed “Tia”, lived in Magoffin Home in El Paso, TX all of her life. She never married. She was last family member to live in that historic territorial style home.
Octavia “Tia" was an accomplished artist. She associated with Urbici Soler, Christo Rey sculptor. About 1940 she taught Manuel Acosta as a student at Bowie High in the Segundo Barrio. She also taught at Radford School for Girls. A portrait of “Tia” by her lifetime artist friend Leona Freeman is in Homestead. Perhaps due to close connections of family with U.S. Army, for 20 years Octavia later was a librarian at Ft. Bliss.
“Tia” traveled extensively throughout life. In 1931 she was living with and serving as hostess for her brother Wm. J. Glasgow Jr. In 1931 he was stationed in Tientsin, China. Her sister Harriet Magoffin Lucker met her husband Harry there. “Tia" had a major role in raising the children of her sister Harriet who sadly died of TB at an early age.
Octavia assisted her mother in hosting often elaborate events for civic and military groups when they visited. “Tia” was an exemplary hostess and frequently extended hospitality as a member of the family during her life tenure in the Magoffin Home. She was active in Pan American Roundtable, El Paso County Historic Society, Los Commadres, and other civic & cultural groups. Octavia was raised as a faithful Catholic. She attended mass daily during entire adult life. She may have entered a convent in Washington D.C. but left after a conflict.
“Tia” was instrumental in the negotiations between the surviving children (Joseph, Ed, and Octavia) in selling the Magoffin Home to the City of El Paso and State of Texas in 1976. The opening of the home was a major event in El Paso, Texas in 1976 the Bicentennial year of the USA.
She was involved in many events promoting the new status of the residence. She and her niece, Isabel P. Glasgow, supported the growth of Los Companeros, auxiliary to the Home. She lived in the home at that time and retained life tenancy. She died in the family's home July 18,1986. She is buried in Evergreen Cemetery.
Primary Sources
Obit
Secondary Sources
Teaching Resources
El Paso Women's History Coloring Book Vol. 1 available from UTEP Library Archives
________________________
Betty Mary Smith GOETTING, Women's Health Advocate, Librarian
Primary Sources
Betty Mary Smith Goetting Papers are in Scholarswork of Library University of Texas at El Paso.
Secondary Sources
El Paso County Historical Society Women Who Forged El Paso (Draft)
Teaching Resources
El Paso Women's History Coloring Book Vol 1. on line at Scholarswork at UTEP Special Collections
___________________________________________
Mary Edna GONZALEZ, State Representative DISTRICT 75, El Paso, TX
PRIMARY SOURCES
Lauren Mc Gaughy, "5 Women representatives form Texas' first LGBTQ caucus," Dallas Morning News, Jan 11, 2019: 3B.
Mary Gonzalez, "Expand Medicare to protect Texans," El Paso Times, Dec 8, 2013.
State Rep. Mary Gonzalez "Put children first in Texas border crisis,"Commentary, El Paso Times, July 23, 2014 :3B.
"El Paso dairies may have another chance," El Paso Times, Jan 14, 2014:5B.
Joe Nick Patoski, opinion,"Mary Gonzalez butts into Hays County water issue," El Paso Times, May 31, 2015.
"Zombie Lots," El Paso Times, May 5, 2015.
"Marty Schladen, "Rep. Gonzalez gets 1st bill through committee," El Paso Times, Feb 19, 2015: 1B.
"Gonzalez says education, agriculture priorities," El Paso Times, Jan 31, 2016: 1B.
"Gonzalez elected Caucus vice chair," El Paso INC, Dec. 18-24, 2016:4A.
Arlinda Valencia, "Mary Gonzalez is true friend of education," El Paso Times, Feb 2, 2016: 5A.
Madlin Mekelberg, "Gonzalez reflects on service," El Paso Times, June 30, 2018: 1A.
"Gonzalez deserves another term," Edtorial, El Paso Times, Feb. 21, July 2018: 6A.
Eleanor Dearman, " State Rep. Gonzalez seeks to retain her post," El Paso Times, Aug. 30, 2019, p. 10A.
SECONDARY SOURCES
Wikipedia
Teaching Resources
El Paso Women's History Coloring Book Vol. II from Special Collections UTEP Library
______________________________________
Gertrude Amelia "Sugar" GOODMAN 1924-2016 Civic Leader, Humanitarian
Primary Sources
Her papers are available at Scholarswork MS 599 UTEP Library Special Collections
Border Heritage Collection of El Paso Main Library Downtown El Paso, TX has some of her papers.
Secondary Sources
El Paso County Historical Society Women Who Forged El Paso (Draft)
Photos on El Paso Museum of History Digital Wall
__________________________________________
Christine GRANADOS, Author
Primary Sources
Interview, Words on a Wire, KTEP Radio, Oct. 27, 2017.
____________________________________________________________
Rosa Ramirez GUERRERO, Member Texas Women's Hall of Fame, Performing Artist, Educator, Hispana Advocate
Primary Sources
Google Maps: Location
Secondary Sources
Texas Archive of the Moving Image,
El Paso County Historical Society Women Who Forged El Paso (Draft)
Timi Haggerty, "Legacy of wisdom and grace,"Nova Quarterly, Fall 1997.
Paul Hoylen Jr. "The Arts of Rosa Guerrero,"Las Fronteras, Nov. 1993.
Joe Olvera, "El Paso Treasure," El Paso Times, Nov 14, 1993.
Deborah Martin, "Busy retirement," El Paso Herald-Post, Accent, Aug 16, 1990.
Robbie Farley-Villalobos, "Rosa's Mom..." El Paso Herald-Post, Accent magazine, July 2,1992.
Betty Ligon, Art Scene, El Paso Herald-Post, Accent magazine, May 25, 1995.
Teaching Resources
El Paso Women's History Coloring Book, Vol. 1 available through Scholarswork UTEP Library
____________________________________________________
"H" Nancy M. HAMILTON, Jennifer HAN, Polly HARRIS, Mary R. HAYNES, Marta Duron HERNANDEZ, Jan HERRING, Tillie HOWARD, Connie HULBERT, HOUCHEN Center, etc.
Nancy M. HAMILTON, Author, Historian, Art Collector,
Primary Sources
Scholarswork UTEP Library Special Collections has her collection MS 314.
Secondary Resources
Obit
Nova magazine of UTEP
El Paso County Historical Society Women Who Forged El Paso (Draft)
Digital Wall El Paso Museum of History has photos.
El Paso Women's Hall of Fame on Wikipedia.
Books written by Nancy Hamilton
Ben Dowell: El Paso's First Mayor
UTEP: A Pictorial History
___________________________________________
Jennifer HAN, Boxer, Athlete, Businesswoman,
Primary Resources
Newspapers in El Paso sports,
Secondary Sources
Aguilar, Matthew, "Han Has Mama Power." El Paso Times, Sept. 4, 2021.
Digital Wall El Paso Museum of History
___________________________________________
Polly HARRIS, City Representative, Feminist, Advocate for the elderly
Polly Harris (1924-1987) was a well respected co-owner of a public relations firm in El Paso, TX. Polly was a City Council representative. She was known as a civic volunteer, actress, politician, and feminist. Polly was beloved in the community and advocated for elders in the community. A senior center on El Paso's westside is named for her. She is buried in the Jewish section of Concordia Cemetery.
Primary Resources
Special Collections UTEP Library El Paso- Herald-Post collection MS 348
Secondary Resources
Wikipedia, Polly Harris obituary, Google Maps Polly Harris Senior Center
El Paso County Historical Society Women Who Forged El Paso (Draft)
Teaching Resources
El Paso Women's History Coloring Book Vol. II p. 20 available electronically from UTEP Library Special Collections
___________________________________
Mary Rapstine HAYNES, Politician, Civic Leader
Primary Sources
Her papers are at El Paso County Historical Society. She is a member of their Hall of Honor.
Digital Wall of El Paso Museum of History
Secondary Sources
El Paso Times, Feb 28, 2015, p. 3D.
__________________________________________________________________________
Marta Duron HERNANDEZ (? to 2022)
El Paso Women's Hall of Fame, civic leader, Bowie High alumnae, politician,
Primary Sources
Obit El Paso Times, July 3, 2022, p. 5A.
Pictures on digie wall, El Paso Museum of History
Secondary Sources
Savanna Stewart, "Former El Paso 'Woman of the Year' dies at 87," El Paso Times, July 5, 2022, p. 1A and 10A.
__________________________________
Jan HERRING, artist
Primary Sources
Secondary Sources
Wikipedia
She has a street named for her in Clint, Texas.
___________________________________________
Ingeborg HEUSER, Ballet Director
Ingeborg Heuser directed the ballet program at University of Texas at El Paso for many years. She taught ballet at her own studio and also at various private schools including Loretto Academy.
UTEP Library Special Collections has info on fine arts programs at that university. She died Feb 14, 2022 in El Paso, TX.
Primary Sources
Guide to MS 632 UTEP Ballet Research files
Secondary Sources
"Local Ballet legend..." Prospector, Nov 29, 2006, p. 1B.
"Ingeborg Heuser's Final Nutcracker," El Paso Times, Dec 24, 2006, p. 59
For the Love of Dance, by Christina Casas Palmer, 2016
100 Years of Women at UTEP, published byTexas Western Press, p. 45.
Iriana Fogle and Kathryn Guerra, " Ingeborg Heuser Brought Professional Ballet to City," EPCC Borderlands 2011-2012, Vol. 29, p. 12.
Marcia Daudistel ed., Grace and Gumption: El Paso Women, p. 150-51.
Teaching Resources
El Paso Women's History Coloring Book Vol. 1 available free from UTEP Library, Special Collections
__________________
Rose Konda HONDA
Primary Resources
Scholarswork at UTEP Library Archives Oral History interview #813.
__________________________________________
Houchen Settlement House and Rose Gregory in Segundo Barrio of El Paso, TX
Houchen Community Center was opened in 1912 as a Settlement House. The Houchen Settlement House provided daycare, education, and health services to the Segundo Barrio in El Paso, TX for many years.
Primary Sources
Photos on digie.org
Secondary Resources
Handbook of Texas entry about Settlement Houses
Vicki L. Ruiz, "Dead Ends or Gold Mines?" Frontiers, 12:1, (1991) Google maps Wikipedia
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press, 9780875654300. p. 150-154.
Settlement Houses in the Progressive Era
The Rose Gregor Settlement House
Patricia Wollin, "Houchen Settlement House Helped New Arrivals, EPCC Borderlands, Vol. 36, 2018-2019.
________
Tillie HOWARD, Entrepreneur,
John McVey Middaugh, "Madam made early El Paso more hospitable," El Paso Scene, 2015, p. 24.
___________________
"I" Maud ISAACKS, State Representative
Maud Isaacks,Teacher, State Representative
Eula Maud Isaacks was a Democratic Representative for El Paso, TX. She introduced a bill in the state legislature to end the poll tax. She is buried at Evergreen Cemetery in El Paso, TX.
Primary Resources
Guide to MS123 Maud Isaacks Papers, Scholarswork UTEP Special Collections
Secondary Resources
Handbook of Texas Online, Wikipedia, Legislative Record
Conrey Bryson, "El Paso and the Poll Tax," El Paso County Historical Society quarterly, Password, Vol. 4, No.2, p. 52.
Digital Wall Museum of History El Paso, TX
Teaching Resources
El Paso Women's History Coloring Book Vol. 1, available electronically from Special Collections UTEP Library
___________________________________________
"J" Davie JOHNSON RN, Pearl JOHNSON, Shoshana JOHNSON POW, Mrs. Guy Hallett JOHNSON,
Davie JOHNSON
Nurse, Advocate for Elders,
Google Maps: Location
_______________
Pearl Johnson
Primary Sources
Secondary Sources
Trish Long, "Tales from the Morgue", El Paso Times, June 2, 1955.
____
Shoshona Johnson, Iraq War POW
Primary Resources
She has published a book.
Local newspapers,
Secondary Sources
Wikipedia
_________________________________
Mrs. Guy Hallett JOHNSON
Secondary Sources
Tribute in Password, quarterly publication of El Paso County Historical Society, Vol. XXXII, No. 1.
"K" Lt. Col. Charlee Kelly , Eliz. KELLY, Ruth E. KERN, Ginger KERRICK, Ruth Nash KING, Catherine B. KiSTENMACHER, Angela KOCHERGA, Olga KOHLBERG, M. Sue KURITA? etc.
Charlee Kelly, WW II vet
Primary Sources
Secondary Sources
Teaching Resources
El Paso Women's History Coloring Book Scholarswork, UTEP Library Archives
_______________________
Elizabeth Hooks KELLY, Librarian, Community Volunteer
Primary Sources
- ScholarsWork UTEP Library Interview 872.
Secondary Sources
- El Paso Museum of History Digital Wall contains multiple photos
- El Paso County Historical Society Women Who Forged El Paso (Draft)
____________________________________
Ruth Ellen KERN Lawyer, Civil Rights Activist in El Paso, TX
Ruth Ellen Kern (1914-2002) was a pioneer feminist lawyer in El Paso, TX. Ruth was a member of the American Civil Liberties Union (ACLU) and she helped lead reforms to rebuild the El Paso County jail. Kern began her private practice here in 1967. She was a founding and active member of the El Paso Women's Political Caucus and the El Paso Women's Bar. She also worked to prevent violence against women. She herself was raped. The community response brought new resources to this form of sexual violence. She was later elected to the board of El Paso Community College.
Primary Sources
Secondary Sources
- Obituary,
- Wikipedia
- Rogers, Liz, "El Paso Women Lawyers/The Pioneers," El Paso Bar Journal, Nov 2008, p. 7-10.
- Aschoff, Susan, "Ruth Kern Replaced Domesticity With Outspokenness" El Paso Times, Sept. 10, 1978.
- Karr, Stephanie, "Honoring Visionary Women," El Paso Times, March 25, 2017.
- Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 215-217.
- Eva Ross El Paso Women's History Collection MS 447 housed at UTEP Library Special Collections provides info on El Paso Women's Political Caucus involvement
- El Paso Jewish Historical Review, Insights and Hindsights of Some El Paso Jewish Families, Vol. 1, Spring 1983, Number 2, p.148-152.
Teaching Resources
- Brad Meltzer I Am Sonia Sotomayor,
- Susan E. Goodman, The First Step,
- El Paso Women's History Coloring Book Vol. II, p. 20
Ginger KERRICK DAVIS, first Latina Flight Director NASA
Ginger Kerrick Davis is a member of the Texas Women's Hall of Fame. She is a physicist who works for NASA in Houston. She was the first Hispanic female flight director there. Once a promising local athlete at Eastwood High in El Paso, TX, Ginger changed her career plans after a serious injury. She was a science student at UTEP and Texas Tech. Ginger was honored in El Paso as Grand Marshall of the Sun Bowl Parade. She married in 2020. Governor Greg Abbott appointed her to the Board of Regents at Texas Tech University in Lubbock.
Primary Sources
Secondary Resources
Teaching Resources
- El Paso Women's History Coloring Book ,Vol. 2. p. 21
___________________________________________________________________________________--
Ruth Nash KING, professional nurse
Primary Resources
Secondary Resources
Obit circa El Paso Times May 28, 2018
________________________________
Catherine B. KISTENMACHER, El Paso Women's Hall of Fame, Artist, Volunteer
Primary Sources
Secondary Sources
- Charles Martin & Rebecca M Carter, Diamond Days, Texas Western Press, El Paso, Texas, 1991, p. 99.
- Bernadette Sedillos Self, "A Passion for Art," El Paso Times, Jan 13, 2006.
____________________________
Angela KOCHERGA, Journalist
Angela Kocherga is a journalist who works as the news director at KTEP and Borderzine. She also works with El Paso Matters, and has won Emmys for her work on life in our borderlands.
Primary Resources
Angel Kocherga, "El Paso Congresswoman recounts mob attack" KTEP, Jan 7, 2021.
Secondary Resources
Teaching Resources
El Paso Women's History Coloring Book Vol. 2, p. 22 available through Scholarswork UTEP Library Special Collections
___________________________________________Olga KOHLBERG and the Woman's Club of El Paso,Texas
The Woman's Club of El Paso was the first woman's club in Texas. Many prominent women living in El Paso, Texas were involved, including Olga Kohlberg, Eugenia Schuster, and many more.
Primary Resources
- Kohlberg family papers at UTEP
- UTEP Library Special Collections Digitized Archives of the Woman's Club of El Paso MS 476 & more: Archives
Secondary Resources
- Handbook of Texas
- Wikipedia page: Woman's Club of El Paso
- Google maps: Location
- El Paso County Historical Society Women Who Forged El Paso (Draft)
Teaching Resources
- El Paso Women's History Coloring Book Vol. 1 in Scholarswork at UTEP Library Special Collections
- Olga Kohlberg dramatization
________________________________________
M. Sue Kurita, Judge El Paso,TX
Primary Sources
Secondary Sources Wikipedia
There is an article about Kurita family in El Paso County Historical Society Password
Teaching Resources
El Paso Women's History Coloring Book Vol. 2, p. 23 available through Scholarswork at UTEP Libary
_______________________
"L" Mary A. LACY, La Mujer Obrera, Sarah LEA, Romy LEDESMA, Barbara LEE, Yolanda C. LEYVA, Betty J. LIGON, LORETTO Academy, Lupe CASILLAS Lowenberg,etc.
Mary A. Lacy (Sanchez)
Member El Paso Women's Hall of Fame, Teacher, Rangerette sponsor at Riverside High, Artist
Born in San Elizario, TX.
Primary Sources
- Scholarswork@UTEP interview No 869.
Secondary Sources
- Wikipedia
_____________________________________
LA MUJER OBRERA
Primary Sources
Secondary Sources
Gabriel Solis, Farah 50 Years Later: a History of Class Struggle in Borderlands, Spectre, 6.16.2022
__________________________________________________
Sarah Dighton Lea, community leader
Primary Sources
- Buried in Texas State Cemetery. Good biography there.
- Digital Wall of El Paso Museum of History
- Scholarswork UTEP Library Archives MS 476
Local newspapers
El Paso Museum of History Digital Wall has several images.
Secondary Sources
_____________________________
Romy LEDESMA Ph.D.
Materials Science Professor at University of TX at El Paso
Primary Sources
Secondary Sources
________________________________
Barbara LEE
Congresswoman, author, civil rights advocate
Primary Sources
- Renegade for Peace and Justice, Congresswoman Barbara Lee Speaks for Me, Rowman and Littlefield Publishers inc., 2008.
- Congressional Record
Secondary Sources
- Wikipedia
- Digital Wall at El Paso Museum of History
- Archie Waters, "Congresswoman Returns..." El Paso Times, Sept 24, 1998, Northeast supplement, p. 5.
- Aileen Flores, " US Rep. Lee recalls segregation," El Paso Times, Oct 28, 2017, p. 7A.
Teaching Resources
_____________________________________________
Yolanda Chavez LEYVA Ph.D.
Public Historian, Educator/ Poet
Yolanda Chavez Leyva is a Professor in Dept. of History at UTEP, and Director Institute of Oral History there. She worked persistently to defend historic areas of El Paso, TX. She studies, lives, transmits Chicano history.
Primary Sources
- Fierce Fronteriza
- "Segundo Barrio faces new challenge," Prospector, Sept 20, 2006, p. 3.
Secondary Sources
- 100 Years of Women at UTEP published by Texas Western Press
- UTEP page
- Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 220.
- UTEP Library Special Collections, Institute of Oral History holdings MS 327
Teaching Resources
- El Paso Women's History Coloring Book Vol. 2 available through UTEP Library Special Collections
___________________________
Betty J. LIGON, Member El Paso Women's Hall of Fame, Journalist, Aviatrix, Arts Advocate
Primary Sources
- Oral History Scholarswork Interview # 872 UTEP Library Special Collections, mostly about experiences in WWII
- Guide to MS371 Betty Ligon Papers at UTEP Library Special Collections
Secondary Resources
Teaching Resources
______
LORETTO Academy
Primary Sources
- Digital wall El Pas Museum of History has information and over 300 photos
- Ad for newly built Loretto Academy,
- El Paso Times, Aug 14 1927, p.7.
- https://www.newspapers.com/clip/105408092/
Secondary Sources,
_____________________________
Lupe Casillas LOWENBERG, artist, educator,
_____________________________
Elizabeth "Betty" LUTHER,
Society Page editor and advice columnist El Paso Herald-Post
Primary Sources
Secondary Sources
"M" Octavia Mac Grael MAGOFFIN, Susan Shelby MAGOFFIN, Olga M."Cookie" MAPULA, Adair MARGO, Olalee Mc Call, Nancy J. Mc Donald, Pat Mora etc
Octavia Mac Grael MAGOFFIN,
Wife of early mayor of El Paso, TX
Born in Brazoria County, TX.
Primary Sources
- Obit -
- "Remains of Mrs. Magoffin interred,"
- El Paso Herald, July 7, 1906.
- "Mrs. Magoffin's Will Probated," El Paso Herald, Nov. 6, 1906
- "Plans to Make Museum of Magoffin Homestead," Dallas Morning News, Oct .21, 1923.
- "A Real Memorial to Old Southwest," Dallas Morning News, Oct. 21, 1923
- Joseph Magoffin Probate File No. 4162, El Paso County Records, UTEP Library Special Collections.
- Find-a-Grave
- Buried at Evergreen Cemetery El Paso, TX.
Secondary Sources
_____________________________________________________
Susan Shelby MAGOFFIN, Pioneer traveler on Santa Fe Trail, diarist,
The statue of Susan Shelby Magoffin is at Keystone Heritage Park off Doniphan St. in El Paso TX.
Primary Sources
- Down the Santa Fe Trail: The Diary of Susan Shelby Magoffin, 1846-1847
Secondary Sources
- Wikipedia
- Kansaspedia
- Encyclopedia Britanica
- Damico, Denise. Magoffin, Susan Shelby
- Simmons, Marc, "Magoffins Helped Shape Early Southwest." El Paso Times. November 29,1992.
Teaching Resources
___________________________________________
Olga "Cookie" MAPULA 1938-?
Member El Paso Women's Hall of Fame, Educator, El Paso Community College Board Member, Entrepreneur,
She has a street on eastside of El Paso, TX named for her.
Primary Sources
- Google Maps: Location
Secondary Sources
Frontera: Businesswomen/Entrepreneurs
Teaching Resources
______________________________________________________
Adair MARGO, Arts and Humanities Advocate, Author
Adair Margo is a third-generation El Pasoan. She is a supporter of the arts in El Paso, the state of Texas, and internationally. She chaired the President's Committee on the Arts and the Humanities from 2000 to 2008. That year she received the Presidential Citizens Medal from President George W. Bush. She is close friends with former first lady Laura Bush and the former president. Adair founded the Tom Lea Institute in 2009. She was appointed as a Member of then Texas Higher Education Board. She received an award for cultural diplomacy from Mexico. She has helped politicians at the national, state, and local level, including her husband former Mayor Dee Margo.
Primary Resources
- C-Span
- Digie
- Texas Book Festival
- Tom Lea Institute
- Margo (Adair) Gallery Collection MS 646 at Scholarswork UTEP Library Archives
- UTEP Library Special Collections
- Records of President's Committee on the Arts and Humanities (2000-2008)
- MS440 Edge of Texas #273 Last Chance XMas available through UTEP Library Archives
Secondary Sources
- "Power of Image", El Paso Times, June 24,1993 p. 2B.
- "Art among center's offerings," El Paso Herald-Post, Sept. 6, 1993.
- "Outgoing chair Texas Commission on the Arts," Interview, El Paso Inc. , Jan 3-9, 1999.
- El Paso Times, Sept. 25, 2000.
- "Margo Wins Bravo Award of League of Women Voters,"El Paso Times, Ap 1, 2001.
- "Margo to make Bush's art panel international," El Paso Times, Jan 7, 2002, p. 1A & 2A.
- El Paso Times, July 14, 2002 p. 3F.
- "President of FEMAP Board," El Paso Times, Jan. 16 2005, p. 1F.
- "National Arts leaders come to El Paso," El Paso Times, 04.29.2007.
- Ramon Renteria, "Adair Margo's time at the top," El Paso Times, Dec 7, 2008, p. 1F & 6F.
- "YWCA helped teach Margo to share El Paso with the nation," El Paso Times, May 31,2009, p. 1F.
- El Paso Times, Oct.8, 2013, p.1A.
- UTEP Magazine, Spring 2017, p. 5.
- El Paso County Historical Society Hall of Fame Tribute
- "Digital wall is a gift," El Paso Times, May,17, 2020, p.7A.
- In Retrospect, publication by Adair Margo Gallery 20th Anniversary Year 1985-2005.
Teaching Resources
- El Paso Women's History Coloring Book Vol. 2, p. 25 available through UTEP Library Special Collections
_______________________
Susana MARTINEZ, First Hispana governor in the USA
Primary Resources
- Milan Simonich, " Martinez takes government reins," El Paso Times, Dec 31, 2010.
- Ramon Renteria, " 'Bossy' El Paso girl and born leader," El Paso Times, Oct 24, 2010.
- Anne E. Kornblunt, "Momentum for women on GOP side," Washington Post, & El Paso Times, Sept 12, 2010, p. 6A.
- Russell Contreras, "Martinez: grandparents arrived in U.S. illegally," El Paso Times, Sept 9, 2011.
- "El Paso's Daughter, New Mexico Governor, A Conversation..." The City Magazine, May 2013. p. 61-67, The citymagazineelp.com
- Las Cruces Sun News, Diana Alba Soular, " NM Governor for Vice President,? She says no," El Paso Times, April 3,2012, p. 3B.
- Editorial,"From the Publisher," El Paso INC, June 1-7, 2014.
- Ramon Bracamontes, " Union Pacific to expand ..." El Paso Times, Jan 8, 2011, p. 1A & 7 A.
- Milan Simonich, "MALDEF challenges NM residency checks," El Paso Times, Aug 24, 2011, p. 1B.
- "Barry Massey, "Hispanic group allowed in redistriction case, El Paso Times, Dec 1. 2011.
- Milan Simonich, "Martinez to make third try," El Paso Times, Jan 2, 2012, p. 1A.
- Steve Peoples,"Martinez tapped to lead GOP Governors' Association," El Paso Times,Nov.20. 2015: 3D.
- Carlos Andres Lopez, "NM governor lauds joint border efforts," El Paso Times, Ap 27, 2018.
Secondary Resources
Teaching Resources
________________________________________
Nancy Jane Mc DONALD, State Representative, Icon of Texas Nursing,
Nancy Jane McDonald (1934-2007) was Texas State Representative for District 76 in the Mission Valley area of El Paso, Texas. She was a nurse and the mother of a large family. At one time Nancy was the only registered nurse in the Texas legislature. She helped make reforms in public health during the AIDS crisis. She is buried in the Texas State Cemetery in Austin, TX.
Primary Resources
Secondary Resources
- Texas State Cemetery
- Nancy Mc Donald, Icon of Texas Nursing
- Wikipedia
- UTEP Library Special Collections has photos and other info in MS 348 El Paso Herald-Post collection and in MS447 Eva Ross collection
Teaching Resources
- El Paso Women's History Coloring Book Vol. 2, p. 26 available through UTEP Library Special Collections
________________________________________
Olalee Mc Call, educator, civic activist
Primary Sources
Secondary Sources
Wikipedia?
- Image on Digie
- "Kwanzaa at Mc Call Neighborhood Center," El Paso Times, Jan 3, 2015, p. 3D.
Teaching Resources
Olalee Mc CALL, Mc Call Neighborhood Center
The McCall Center in the historic Five Points area of El Paso, TX is a vibrant, resource-rich, gathering place for African Americans and other El Paso cititzens. Created under the effective leadership of Leona Ford Washington, the McCall Center has provided meeting space, entertainment, and education about the African American citizens of El Paso. A key section of the building was the home of Olalee and her husband.
- African Americans in El Paso by Frances Hill
- Website
- Google Maps
___________________________________________
Florence Cathcart MELBY
Secondary Sources
- Obituary
- El Paso County Historical Society Women Who Forged El Paso (Draft)
___________________________________________
Alice G. MERCHANT M.D.
Doctor and suffragist.
Graduate of Eclectic Medical College of City of New York.
Secondary Sources
- Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 190
___________________________________________
Mary Schuster MEYER
Secondary Resources
- El Paso County Historical Society Women Who Forged El Paso (Draft)
___________________________________________
MIDWIFERY In El Paso, TX
Secondary Sources
- "Birth City: Race and Violence in the History of Childbirth and Midwifery in the El Paso-Cuidad Juarez Borderlands, 1907-2013 Scholarswork.UTEP.edu dissertatons
______________________________________
Maria Norma MONTELLANO
Primary Sources
UTEP Library Archives has her papers
Secondary Sources
___________________________________________
Pat MORA, Poet, Author, Literacy advocate,
Pat Mora is an American author who has supported lifelong literacy among children and adults. She graduated from Loretto Academy in El Paso TX. Mentored by Diana Natalicio she held various positions at the UTEP. She has received national awards for her writing. She created El día de los niños, El día de los libros in 1996.
Primary Resources
Books
- House of Houses,family memoir 1997
- Tomas and the Library Lady, Open Mind Story Time
- A Library for Juana
- Dizzy in My Eyes
- Book Joy, Word Joy
- Drawing Inferences; My Own True Name
- Video interview on readingrockets
Secondary Resources
- Wikipedia,
- Jessica Cereceres, "Dia de Pat Mora," Borderlands flipbook p. 14-15.
- 100 Years of Women at UTEP published by Texas Western Press
Teaching Resources
- Annenberg Learner, the Expanding Cannon, Pat Mora and James Welch
- El Paso Women's History Coloring Book Vol II, p. 27 from Scholarswork at UTEP Library
___________________________________________
Esperanza Acosta MORENO, Librarian
Esperanza Acosta Moreno was the first Hispanic person to work as a librarian at the University of Texas At El Paso. As a student she worked her way through Texas Western College. She participated in Golddiggers. She worked with the nursing collection and rare books. She served as librarian to UTEP Nursing School. An eastside library branch of the El Paso Public Library system is named for her.
Primary Resources
- UTEP Library Special Collections has her collection MS 089
- Diamond Days, UTEP Oral History published by Texas Western Press available through UTEP Library Special Collections
Secondary Sources
Teaching Resources
- El Paso Women's History Coloring Book Vol. 2. p. 28 available electronically through UTEP Library Special Collections
___________________________________________
Celia Álvarez MUNOZ Artist
Primary Sources
Secondary Sources
"N" Diana NATALICIO, Grace Ng M.D, Drusilla Tandy NIXON,
Diana NATALICIO,
Texas Women's Hall of Fame, President Emerita, University of Texas at El Paso,
Diana Natalacio (1939-2021) was the first woman to serve as president of the University of Texas at El Paso. During her presidency, she worked to recruit more Hispanic students from our borderland region to UTEP. In 2013 she became the president of the board of directors of the American Council on Education. Dr. Natalicio is a member of the Texas Women's Hall of Fame.
Primary Sources
UTEP Special Collections MS 348 and asks for more resources MS 001
Oral History interview # 773 in Scholarswork at UTEP Library archives
Carreon, Christina, "Ex-UTEP President Dr. Natalicio Dies at 82," El Paso Times, September 26, 2021, p.1.
Secondary Sources
Google Maps to UTEP Administration Bldg
Charles H. Martin and Rebecca M. Carter, Diamond Days, Texas Western Press, El Paso, Texas, 1991.
Oscar J. Martinez, LatinX El Paso, Trego Hill Publications, El Paso, TX, 2021, p. 131-140 & 153-54.
100 Years of Women at UTEP, p. 68-69 Texas Western Press ISBN-10:0-87404-306-9
El Paso County Historical Society, Women Who Forged El Paso History
Teaching Resources
El Paso Women's History Coloring Book, Vol. I and Vol 2???
__________________
_______________________________
Drusilla Tandy NIXON
Primary Sources
Secondary Sources
Wikipedia
Sarah E. John, "In Tribute to Drusilla Tandy Nixon", Password, El Paso County Historical Society quarterly, Vol. XXXVI, No.1, El Paso,TX, Spring 1991, p. 35.
El Paso Museum of History Digital Wall has pictures?
Teaching Resources
_________________________________
"O" Sandra Day O'CONNOR, Agnes O'Shea, Lupe ONTIVEROS, Mago ORONA, Lilliana OWENS, S.L. , etc.
Sandra Day O'CONNOR, Supreme Court Justice, Alumnae, Radford School for Girls
Primary Resources
Sandra Day O'Connor Digital Library for Democracy
Picture on digie.org
Secondary Resources
El Paso County Historical Society Women Who Forged El Paso (Draft)
Darlene Superville, El Paso Times, July 31, 2009, p. 6A.
Berenadette Self, "O'Connor inspires El Paso Women," El Paso Times, April 5.2005, p. 1A.
Teaching Resources
Profiles of Women Past & Present: Fifteen Original First Person Monologues Written for Classroom and Group Presentation, American Association of University Women, Thousand Oaks Branch Inc, California, ISBN: 0-9637756-0-x p. 37.
El Paso Women's History Coloring Book Vol. 1, available from Scholarswork UTEP
_________________________________________
Agnes O'Shea, Humanitarian
Primary Resources
Virginia Strom, "30 Year 'Poor Farm's Superintendent, She is 'Mother and 'Mom' , El Paso Herald-Post, Ap. 11, 1946.
__________________________
Lupe ONTIVEROS, Actress, Activist
Primary Resources
Secondary Resources
___________________________________
Sister M. Lilliana OWENS, S.L. Author, Historian of Diocese of El Paso,TX
Secondary Resources
Wikipedia
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 92.
"P" Letecia PAEZ, Carolyn Laura Partee PARKER, Lydia PATTERSON , Jane Burges PERRENOT, Gloria Osuna PEREZ,,Emma PEREZ, Kathleen PEYTON, Gloria Osuna PEREZ, Jane Burges PERRENOT, Nestora Granillo PIAROTE, etc.
Letecia PAEZ, Health administrator, first Hispana national president of YWCA,
El Paso Women's Hall of Fame,
Primary Resources
Laura Cruz, " El Pasoan is YWCA National President," El Paso Times, Sunday, July 22, 2001.
Secondary Resources
Daudistel, editor Grace and Gumption, TWU Press, 2011, p. 22.
____________________
Carolyn Laura Partee PARKER, Owner Tri-State Beauty School,
US Small Business Advocate of the Year Women in Business 1990,
El Paso Women's Commission Hall of Fame, Former reporter on El Paso Times,
Primary Resources
Secondary Sources
_____________________
Lydia PATTERSON , philanthropist
Voices from La Lydia a book by Adair Margo. John Williams Corbin was founding missionary. His wife Annie Williams Corbin served borderlands residents for many years. Lydia Patterson School opened New Year's Day 1914.
Primary Resources
Secondary Sources
Voices of La Lydia, book
Wikipedia,
Obit
Clinton F. Hartmon, "Lydia Paterson Institute, a Living Memorial," Password, of El Paso County Historical Society, Vol. XXXIV, No. 3, El Paso, Texas, (Fall 1989), p. 113.
_________________________________________________________
Emma Perez, Chicana historian, Author
Primary Sources
Secondary Sources
________________
Gloria Osuna PEREZ, Artist, Member El Paso Women's Hall of Fame,
Primary Sources
You tube video by Borderzine,
Photos of her work are on Digie.org
Secondary Sources,
Eklund, Lori and Jerry Medrano. "Instructional Resources: Community and Contemporary Chicano Art: Four El Paso Artists." Art Education. Vol. 53, No. 4. July 2000. (Log in for free on JSTOR)
_________________________________
Jane Burges PERRENOT, Philanthropist, Library advocate,
Jane Burges Perrenot was a philanthropist in El Paso,TX who was active in helping the community in many different ways. She donated land and funds to the El Paso Public Library. After her death, her home was donated to the El Paso County Historical Society.
Primary Sources
MS 262 Burges-Perrenot Family Papers, UTEP Library Special Collections:
Digie: Perrenot
Secondary Resources
El Paso Historical Society: Website
El Paso County Historical Society Women Who Forged El Paso (Draft)
__________________________
Kathleen PEYTON, YWCA executive,
Former school board member of Ysleta Independent School District
Primary Sources
Texas HR 3023
"After school care provided motivation," El Paso Times, May 26, 2009, p. 1D.
___________________________________________
Nestora Granillo PIAROTE, Ysleta Del Sur Foremother/Potter
Nestora Granillo Piarote (1849 -1918) was a member of the Ysleta del Sur Pueblo tribe in El Paso, Texas. She was born just after the Treaty of Guadalupe Hidalgo that dramatically changed laws impacting women in the Southwest. Nestora was a potter and helped preserve the Tigua language.
Primary Resources
Google Map: location
UTEP Library Special Collections has some materials on Tigua tribe
Daniel Borunda, "$10,000 reward offered to solve Columbus Day vandalism," El Paso Times, Oct 13, 2017.
Secondary Resources
Teaching Resources
El Paso Women's History Coloring Book volume II (2020) also available from UTEP Library Special Collections.
________________________________________________
Philipino Women in El Paso, TX
Primary Resources
Philipino Nurse Assn. El Paso Times, Feb. 1, 2008.
Coronation Miss Philippines, El Paso Times, Nov 23, 2007.
______________________________________-
Mary POLK, State Representative
Primary Resources
Jesse Tinsley, Contraception Centers Proposed," El Paso Herald-Post, May 15, 1982, p. 6A.
Secondary Resources
El Paso Women's History Coloring Book Vol.1.
_______________________________________________
Pearl PONSFORD, World traveler and writer
_______________________________________________
Mother PRAXEDES/Loretto Academy, Catholic Girls' School
Mother Praxedes (born Susan Carty 1854-1933) was a member of the Sisters of Loretto and an educator. She helped build many schools in the United States and served as the leader of the Sisters of Loretto for many years. In the 1920s, she started building Loretto Academy in El Paso.
- Archives of Loretto Community, Nerinx, Kentucky
- Pamphlet, "An Army of Peace," The Story of the Sisters of Loretto at the Foot of the Cross," c. 1943
- Biography by Patricia Manion, Only One Heart
- Website
SECONDARY RESOURCES
- El Paso County Historical Society Women Who Forged El Paso (Draft)
- Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 97-98 .
“Mother Praxedes gets Gran Cross…” El Paso Herald, Sept. 5, 1927 p.5.
Teaching Resources
___________________________________________
Pearl PONSFORD, Teacher, Travel writer
____
Mary Smith PRICE, founder Price's Dairy, a long-established El Paso business.
Primary Resources
Secondary Resources
David Bennett, Woman was prominent," El Paso Times, March 3, 1998.
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 200-204
Bill Lockhart, "They Bought a Cow: The History of Price's Dairy,
Teaching Resources
Scholars Work UTEP, El Paso Women's History Coloring Book, Vol. 1.
_____________
"Q" Joan QUARM, Juanita H.QUINTEROS, Harriette QUISENBERRY,
Joan Quarm
Secondary Sources
Quisa Davis, "Ms. Joan nurtured El Paso theatre...", El Paso Times, Jan 7 2010, p. 7B.
Diane Washington Valdez, El Paso arts and cultural icon dies at 90," El Paso Times, Jan 3, 2011, p. 1B.
___________________________________________
Harriette QUISENBERRY, Community activist circa 1935
Primary Resources
Secondary Resources
Abbie Weiser, "Think-Talk-Write Texas Centennial in 1936, Scholarsworks at UTEP Library
___________________________________________
Juanita H. QUINTEROS, LULAC activist, Advocate for elders
Obit
"R" RADFORD School for Girls, Ma. de Socorro RAMIREZ, Revva Ruth REYES, Mateele RITTGERS, Lupe RIVERA, Belen ROBLES, etc.
Radford School for Girls
Primary Sources
Google Maps
Photos on Digital Wall of El Paso Museum of History,
Secondary Sources
Phyllis, A Mainz, Crinoline, Curriculum, and Cannons, "The Story of Radford School for Girls," El Paso County Historical Society, quarterly, Password, Vol. IX, No. 3, El Paso, TX.
Internet articles about longtime administrator Lucinda de Leftwich Templin.
Teaching Resources
Lesson Plan Documenting Texas Women's History through Seventh Grade
______________________________________
Maria De Socorro RAMIREZ
Secondary Sources
Texas State Legislature 79R10237KO-D by Chavez, No. 875
Aguilar, Matthew, "Slain Woman Was Community Leader," El Paso Times, Nov. 7, 1996. p. 1B.
_____________________
REVVA REYES, Dancer
Primary Sources
obit,
Secondary Sources
"Sudden death in crash closes career of dancer," El Paso Herald-Post, Jan 25, 1960.
___________________________________________
Guadalupe "Lupe" RIVERA, Retired Appellate Judge
Primary Sources
Brock, Peter, "Troche Loses Seat on Bench," El Paso Herald-Post, November 7, 1990.
Teaching Resources
El Paso Women's Coloring Book, Vol I available electronically from UTEP Library Special Collections
___________________________________________
Judy ROBINSON, philanthropist, El Paso Women's Hall of Fame
Secondary Resources
Wikipedia?
YWCA profile, "Volunteer gives back to El Paso," El Paso Times, March 17, 2009, p. 1D.
______________________
Belen ROBLES, First Female LULAC President, first chief customs inspector in El Paso TX
Belen Robles was the first woman to be elected as national president of the League of United Latin American Citizens (LULAC). Belen also worked in the Immigration and Naturalization Service and U.S. Customs. She served on board of El Paso Community College after retirement.
Primary Sources
Interview no. 222 ScholarWorks@UTEP Library,
Letter from Belen Robles to John L. Herrera,
UTEP Library Special Collections has her photos.
Secondary Sources
WIKIPEDIA
El Paso County Historical Society Women Who Forged El Paso (Draft)
Digital Wall El Paso Museum of History
Virginia Turner, "Clerk becomes first female chief customs inspector," El Paso-Herald Post, Aug. 1, 1990.
Teaching Resources
El Paso Women's History Coloring Book Vol. 2 p. 30 available electronically from UTEP Library Special Collections
___________________________________________
Colonel Maria Louise ROGERS, Surgical and Combat Nurse
____________________________________
Peggy ROSSON, State Senator
Primary Resources
Google Maps: Location
Secondary Resources
"Bitter El Paso Race," Dallas Morning News, Feb 25,1990.
Gary Scharrer," Rosson to depart Texas Senate in '96," El Paso Times, AUG 22.1995, p. 1A.
"Hobby Favors El Pasoan," El Paso Times, Feb 11, 1983.
Ron Duser, "Awaiting Her Turn," El Paso Times, Aug, 7,1986.
"Rosson Best for Senate," editorial, El Paso Times, Feb 25 1990, p. 2G.
Gary Sharrer, "Tati Chides Rosson... ," El Paso Times, Feb. 22 1990.
"Rosson Makes History," El Paso Times, Nov. 2,1990, p. 1A & 6A.
David Crowder, "Tati's Accusations are Lies," El Paso Times, Feb, 7 1990.
Brock, Peter, "Rosson's Long Haul to Senate," El Paso Herald-Post, Nov. 7, 1990
David Sheppard, Newly Elected El Pasoans..,"El Paso Times, Nov. 12, 1990.
Gary Scharrer, "Rosson Rips in Senate Speech," El Paso Times, May 29, 1993.
Gary Scharrer, "Rosson to Depart," El Paso Times, Aug. 22.1995: 1A.
Teaching Resources
El Paso Women's History Coloring Book Vol. 1 available on line from Scholarswork UTEP Library
"S" Helen SANTAMARIA S.L., Mary A. SARBER, Louise SCHUSSLER, Eugenia SCHUSTER, Maxine L. SILVA, Mary Irene STAnton, Kathy STAUDT Ph.D. etc.
Sister Helen Santamaria SL (1943-?)
Born Ap 18,1943 Sister Helen was educated at St. Joseph's Elementary and graduated as saludatorian at Loretto Academy in El Paso, TX. She chose life as a nun despite her father's resistence.
At Motherhouse in Nerinx, Kentucky she was impacted by author Thomas Merton and activist priest Daniel Barrigan. She taught Spanish and rose to school leadership role in St. Louis, Mo. during Civil Rights Movement.
Helen returned to El Paso, TX to serve as president of Loretto Academy, then vice chancellor of the diocese of El Paso,TX. She and Sr. Mary Margaret established Villa Maria, a shelter for single homeless women in Segundo Barrio. She has been recognized as a Woman of Impact by El Paso Inc. the business weekly in our city.
Primary Sources
Oral History Interview UTEP archives, Scholarswork Interview 1674
Secondary Sources
Digie has photos of her
Loretto Community publications on line
________________________
Mary A. SARBER, Librarian
Primary Sources
UTEP Library Archives has her postcard collection of women.
Secondary Sources
Mary A. Sarber, "A Century of Growth: The El Paso Public Library 1894-1994," Password, El Paso County Historical Society, Vol. 39, No. 1, El Paso, TX, Spring 1994, p 5.
El Paso County Historical Society Women Who Forged El Paso (Draft)
Photographs from the Border, El Paso, Published by El Paso Public Library Assn.
___________________________________________
Louise SCHUESSLER Organizing chairperson of El Paso County Historical Society
Wikipedia?
El Paso County Historical Society Women Who Forged El Paso (Draft)
___________________________________________
Eugenia Manayi SCHUSTER, Clubwoman, Founded Pan-American Round Table in her home in El Paso, TX, Nov 26,1921.
Primary Sources
See local newspapers like El Paso Daily Herald, El Paso Daily Times 1906-1960
Secondary Sources
Mary S. Cunningham,The Woman's Club of El Paso, Texas Western Press, El Paso, TX, 1978, p. 77-88.
El Paso County Historical Society Women Who Forged El Paso (Draft)
Teaching Resources
___________________________________________
Maxine L. SILVA, education advocate, EPISD school board member,
El Paso County Historical Society Women Who Forged El Paso (Draft)
___________________________________________________
Elsie Mc Elroy SLATER
Primary Sources
Elsie McElroy Slater papers Scholarswork at UTEP Library MS 272
UTEP Centennial Museum exhibit
Secondary Sources
Grace and Gumption, the Women of El Paso edited by Marcia Hatfield Daudistel, p. 174-177.
Teaching Resources
________________________________
Felipa SOLIS, Arts Advocate, El Paso Women's Hall of Fame
Secondary Sources
Adriana Gomez Leon, "Spanish Music-a dancer's daily bread," UTEP Prospector, Feb 28, 2008, p. 4.
Daniel Borunda and Michael D. Hernandez, Crash kills lawyer," El Paso Times, July 6, 2009, p. 1A & 4A.
"Felipa Solis on the healing power of music," elpasoinc.com, March 18-24, 2018, p.38.
___________________
Mary Irene STANTON, Founder Public Library
Secondary Sources
Wikipedia
Stanton Elementary School at 5414 Hondo Pass is named for her, as is a major north south street through downtown El Paso, TX.
___________________________________________
Kathleen STAUDT, professor, researcher, & writer about Borderlands politics
Kathleen Staudt is a professor emerita of UTEP. She is a former Peace Corp Volunteer. Kathleen is an expert on the borderland, and taught classes at UTEP on policy, politics, and more. She is a writer and editor in El Paso, TX.
Primary Sources
UTEP Library Special Collections MS388
Interview No. 330, UTEP Oral History Institute
Secondary Sources
Elida Perez, "Professor invited to Japan," Prospector, Aug 23, 2006.
Jasmine Aguilera, "Political Science Professor receives Border Heroes Award," UTEP Prospector, Nov. 22, 2011, p. 6.
Diana Washington Valdez, "Women's History Month Conference to feature UTEP's Staudt," El Paso Times, March 6, 2016, p. 1B.
100 Years of Women at UTEP, Texas Western Press, p. 81
Teaching Resources
El Paso Women's History Coloring Book Vol. 2, p. 31 available through UTEP Library Special Collections
____________
Maud Durlin SULLIVAN, librarian
Primary Sources
Maud Durlin Sullivan manuscript collection ScholarsWork UTEP Library MS 423
Secondary Sources
Louise Maxon Rea, El Paso's Pioneer Women, " Maude Sullivan sparked...." El Paso Times, 1978. (Link through TexShare)
Mary A. Sarber, "A Century of Growth: The El Paso Public Library 1894-1994," Password, El Paso County Historical Society,Vol. 39, No. 1, El Paso, Texas, Spring, 1994, p. 7-8.
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 18.
El Paso County Historical Society Women Who Forged El Paso (Draft)
"T" Yolanda TARANGO, Lucinda de Leftwich TEMPLIN Ph.D. TIGUA WOMEN, Estella Portillo TRAMBLEY, Virginia Storm TURNER,
Yolanda TARANGO
Secondary Sources
"Lower Valley Mainstay Brings YWCA to Her Community," El Paso Times, Aug 2009, p. 10A &10F.
____________________________________________
Lucinda de Leftwich TEMPLIN and Radford School (see Radford School in section 19)
Primary Sources
Alex Hinojosa, "Radford at 100," El Paso Times, Sept 6, 2010, p. 3B.
Louise Maxon Rea,"Pioneer El Paso Women",
"Radford Principal educated..." El Paso Times, July 6, 1978, p. 1C.
Secondary Sources
Women Who Forged El Paso (Draft) El Paso County Historical Society
_____________________________________
TIGUA Women
Secondary Sources
Danielle J. De Frank, " Tiguas struggle to preserve heritage and tradition," Prospector, Ap 10, 1994, p. 7.
___________________________________________
Estella Portillo Trambley was a Chicana writer. Estella wrote poetry, short stories, novels, and plays. She was the first Chicana to publish her own book of short stories, and her work is about social criticism and feminism. She taught in El Paso,TX.
Primary Sources
Estela Portillo Trambley Papers
Molinar, Victoria G. "Who Was Estela Portillo Trambley?" (March 5, 2018) El Paso Inc.
"Chicano theatre plans Isabel...," El Paso Herald-Post, May 20, 1977, p. 48.
"Styles of Hispanic Playwrights..." Los Angeles Times. July 9, 1987 (second page)
Secondary Sources Wikipedia
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 82-84
Teaching Resources
El Paso Women's History Coloring Book Vol. 1 available through UTEP Library Special Collections
__________________________________
Virginia Storm TURNER, first woman city editor in Scripps-Howard newspaper chain.
Primary Sources
Secondary Sources
Marcia Hatfield Daudistel editor, Grace and Gumption, the Women of El Paso, TCU Press,
Virginia Turner, " Sunset Grocery" Yesterday, El Paso Herald-Post, Oct 26, 1978.
Article on Nurse Midwifery in El Paso, "One of Six," El Paso Herald-Post, Sept 26, 1978.
Virginia Turner, "Joe Sierra, Tigua Tribal Governor," El Paso Herald-Post, Feb 7, 1978.
Virginia Turner, "Sisters Centennial," El Paso Herald-Post, July 14, 1978.
Virginia Turner, "Get the Hens Out," El Paso Herald-Post, July 10, 1978.
"U" Luz ULRICKSON, Teresa URREA,
Luz ULRICKSON, Cathedral High Math Teacher
Primary Sources
obit El Paso Times, 6.22.2022 p. 4 A
Secondary Sources
photos on digital wall El Paso Museum of History
__________________
Teresita URREA
Primary Sources
El Paso International Daily Times, 1895 (Available through TexShare)
Secondary Sources
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 38-42, p.165-168.
"V" Diana Washington VALDEZ, Arlene VALLES, Dorris VAN Doren, CAROL VIESCAS, Cora VIESCAS etc.
Diana Washington VALDEZ, Journalist of Borderlands
Diana Washington Valez is an native of El Paso, TX. She became an award winning journalist. Her work on reporting the missing and murdered women of Juarez mobilized many.
Primary Sources
Listen to interview from KTEP, Listen to interview on NPR 2003,
Books written by her:
- The Killing Fields (2006)
- Harvest of Women (2006)
Secondary Sources
Articles by her in El Paso Times
Diana Washington Valdez, "Six defendants deny allegations of human traffiking, El Paso Times, Ap 18, 2015.
Diana Washington Valdez, "Running in Mexico's midterm election meant risking your life," El Paso Times, Sunday June 3, 2021: 9A.
Teaching Resources
Lesson Plan Diana_Washington_Valdez_PP_Perla1.pptx
El Paso Women's History Coloring Book Vol. 2, p. 33.
____________
Arlene VALLES,
YWCA profile, "Disability didn't keep supporter from giving," El Paso Times, May 24, 2009, p. 1F & 11F.
_________________
DORRIS VAN DOREN, teacher, Westside LIBRARY Advocate
Primary Resources
Secondary Resources
________
Monica Vargas-Mahar
__________________
CAROL VIESCAS journalist, educator, actress,
Primary Resources
Digital Wall El Paso Museum of History
Secondary Resources,
Teaching Resources
____________________________________________________________________
CORA Branson VIESCAS, El Paso Women's Hall of Fame
Primary Sources
Viescas helped El Paso Women as volunteer and in career," El Paso Times, June 28, 2009 p. 12A & 12F.
_____
"W" Leona Ford WASHINGTON, Jenna WELCH, Mabel Clair WELCH, Thelma WHITE, Bernice L. WIGGINS, Maud E. Craig Sampson WILLIAMS, Bernice Love WIGGINS, Florence J. WOLFE "Lady Flo", Janice WINDLE, Maude E. Craig Sampson WILLIAMS
Leona Ford WASHINGTON, Teacher, Civic leader
Leona Ford Washington (1928-2007) was an African American community activist and educator. She taught for around 39 years and wrote the song, "The City of El Paso." She also owned a newspaper that covered the Black community in El Paso, The Good Neighbor.
A street in east El Paso TX is named for her.
Primary Sources
UTEP Library Special Collections PHO 38
Secondary Resources
Wikipedia, El Paso Times and El Paso Herald-Post
Wheresoever My People Chance to Dwell: Oral Histories, Black Classic Press.
Teaching Resources
El Paso Women's History Coloring Book Vol. 2, p. 34
____________
Jenna WELCH Regional Library
Secondary Sources
Rachel Murphee, "Jesse Hawkins and Jenna Welch: Love, Loss and Laughter," El Paso Community College Borderlands, 2012-2013, Vol. 30, p. 9-11.
_____________
MABEL Clair Vandenburg WELCH, Architect, Entrepreneur, Home builder
Primary,
Pictures on Digital Wall El Paso Museum of History
UTEP Library Archives
Secondary
Grace and Gumption, the Women of El Paso, edited by Marcia Hatfield Daudistel, p. 63-66.
Teacher Resources
_________________________________________
Thelma Joyce WHITE
Primary Sources,
Secondary Sources,
Texas State Historical Association
Teaching Resourses
____________________
BERNICE Love WIGGINS, Poet
Bernice Love Wiggins (1897-1936) was an African American poet who wrote during the Harlem Renaissance. She was a student at the segregated Douglass High see section above. Wiggins was raised by her aunt in El Paso and later moved to Los Angeles in the 1920s. Her poetry covered civil rights issues and women's rights issues.
El Paso Women's History Coloring Book Vol. 2, p. 35 available electronically from UTEP Library Special Collections
__________________________________________
Maud E. Craig Sampson WILLIAMS Teacher, suffragist, civil rights activist, NAACP Board member
Maud Evangeline Craig Sampson Williams (1880-1958) was a civil rights activist, educator, and suffragist. As a suffragist, Maude worked with both white and Black women in El Paso. Maude founded the Parent's Organization at Douglass School. She also was one of the founders of El Paso's Phyllis Wheatley Club. Maude was elected to the NAACP board in El Paso and challenged segregation in UTEP.
Primary Sources
Secondary Resources
Wikipedia page, Handbook of Texas, Black Past
Online exhibit " The Rights to a Voice in the Affairs of Their Own Govermnemt," UTEP Special Collections Feb 10, 2020
Password of El Paso County Historical Society published article by Janine Young, "Alive to the Priviledge of the Franchise:" African American Suffragists in El Paso 1915-1920, Password, Volume 64, No. 2, El Paso, Texas, Summer 2020 p.66-81.
Wheresoever My People Chance to Dwell: Oral Histories, Black Classic Press 2000
___________________________________________
Joyce Wilson, First City Manager of City of El Paso, TX
Member El Paso Women's Hall of Fame?
Primary Sources
Reach Awards, El Paso Times, Nov 7, 2007, p. 1A.
______________________
Janice Woods WINDLE-Author, Founder El Paso Community Foundation,
Primary Sources
Secondary Sources
Teaching Sources
___________________________________________
Florida J. WOLFE, Cattle Rancher, Philanthropist
Primary Sources
Secondary Sources
Black Past
Teaching resources
"Y" Tracy YELLEN, YWCA, etc.
Tracy YELLEN, Member El Paso Commission for Women Hall of Fame
Primary Sources
"YWCA leader finds niche as grant writer," El Paso Times, May 27, 2009.
Mike Mrkvicka, "YWCA, loan projects," El Paso Times, Feb 27, 2000.
Secondary Sources
Women of Impact, El Paso INC, Mar 20, 2015.
Tracy Yellen Appointed to Dallas Fed's El Paso Brach Board 2019
______________________________________________________
YWCA
See also Myrna Deckert above.
Secondary Sources
Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 20-23
Interview with Dr. Sylvia Acosta CEO YWCA El Paso, Citybeat.us March-April 2017.
"Z " Judy ZARATE, Fanny Hutman ZLABOVSKY, Ruth Schwartz ZORK etc.
Judy Zarate, Civic Leader
Member of Laguna Pueblo, Leader in El Paso Women's Political Caucus
Primary Sources
Secondary Sources
"She Was Always there", El Paso County Historial Society,
Teaching Resuorces
___________
Fanny Hutman ZLABOVSKY, Jewish Humanitarian
Fanny Hutman Zlabovsky 1877-1969) was born in Kiev. She was sent temporarily to an orphamage in New Orleans for 3 years. She learned book keeping at the orphanage. She was reunited with her mother and siblings in San Antonio, TX. She ultimately moved to El Paso, Texas after marrying Frank Zlabovsky in 1902. Fanny had her spouse were instrumental in the founding a local Jewish congregation.
She and her family lived in the historic Magoffin neighborhood in a two storied home (now demolished) at the corner of Tays and Olive St. That home is very close to the downtown bridge into Juarez, Mexico. The site is included on the walking tour of the neighborhood.
Fanny Zlabovsky worked for the National Council of Jewish Women (NCJW) in El Paso, TX . She helped immigrants escape the Nazis by entering the US from Mexico. She is buried in the green well tended Jewish section of Concordia Cemetery in El Paso, TX.
Primary Sources
Fanny Zlabovsky-National Council of Jewish Women case files MS508 UTEP Library Special Collections
Secondary Sources
Teaching Resources
El Paso Women's History Coloring Book Vol 2, p. 36
See National Geographic Kids Miep Gies
__________________________________________________
Ruth Schwartz ZORK
Rabbi Floyd Fierman did interview in 1982.
Photo of wedding on Digital Wall El Paso Museum of History
Beneficiary of Popular Dry Goods and Zork Hardware
AA set of postcards created for 2022 Women's History Month, Women Providing Health, Promoting Hope
Women's History Month 2022 postcards featuring images in the public domain or released under Creative Commons 4.0 SA.
AB set of postcards created for 2023 Women's History Month, Celebrating Women Who Tell Our Stories
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oercommons
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2025-03-18T00:36:37.870333
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09/06/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85645/overview",
"title": "Women's history month A to Z: El Paso, TX",
"author": "Sue Barnum"
}
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https://oercommons.org/courseware/lesson/75292/overview
|
Education Standards
Black Freedom Struggle in the United States: A Selection of Primary Sources
Court Brief Worksheet
C-SPAN Landmark Cases
How a Case Gets to the US Supreme Court (Video)
IRAC Worksheet
Landmark Supreme Court Cases
Landmark Supreme Court Cases (American Bar)
Lesson Reflection Worksheet
Library of Congress
National Archives
POWER Library
Rubric for Student Reflection
Your Day in Court Worksheet
Landmark Supreme Court Cases
Overview
Students will learn the process a case goes through to get to the Supreme Court and why some cases are determined to be landmark cases. Students will research various landmark cases in history and examine why the case was important and how it relates to the Constitution or one of the Amendments. The students will then select one of the landmark cases and act it out in class. Students who portray the judges will use their own opinions to determine the case and then the group will discuss if the decision is the same as the original case or if it was different and what significance today's world played in that decision.
Lesson Objectives
Students will know / be able to...
- Identify historical and case facts for various landmark cases.
- Identify the main arguments put forth in various court cases.
- Discuss the immediate and long-term outcomes of each court decision.
Extended / Additional Activity:
- Introduce students to what an IRAC is in law and explain that it is a method that is used to compose certain legal documents and reports. You can have the students write about their court case using this method. The IRAC method is:
- I = Issue (Examine what the case is about)
- R = Rule (Determine what rules are implicated by the facts and issues)
- A = Analysis (Examine past cases and current facts)
- C = Conclusion (Determine what the ruling is)
- If you are planning on using the external / additional activity, an IRAC worksheet is included in the Resource Library
Warm Up / Introduction
Instructor Notes:
- To introduce this lesson, have the students watch a video How a Case Gets to the US Supreme Court.
- After the video discuss with the students what the rule of 4 is and the purpose of the petition of a writ of certiorari.
- Discuss with your students that landmark cases are court cases that have historical and legal significance. Most of these cases also have a lasting effect on your individual rights and liberties.
- Discuss with your students that precedent provides an example for judges deciding similar issues at a later date. Any decision announced by a higher court must be followed in later cases.
- Discuss with your students some of the more notable landmark court cases. You can use the attached 25 Landmark Court Cases (PDF).
Directions:
|
Research / Explore Activity
Instructor Notes:
- Provide each student or group of students a landmark case to research.
- Students should research the following:
- The facts of the case.
- The path the case took to get to the Supreme Court.
- The arguments of both the plaintiff and defendant.
- The date of the court case along with the majority vote, decision, and opinions.
- Why the case was important and if it related to the Constitution or any of its Amendment.
- Students will use the Case Brief Worksheet and the Day in Court Worksheet to record their findings.
POWER Library eResources that can be used for this project:
- POWER Library Gale Academic OneFile
- POWER Library Academic Search Main Edition
- POWER Library E-Books (EBSCO)
- POWER Library Gale Topic Collections
- Gale OneFile Criminal Justice
- Gale OneFile U.S. History
- POWER Library Gale E-Books
- POWER Library Gale General OneFile
- POWER Library Gale OneFile High School
- POWER Library Gale In Context Middle School
- POWER Library Gale OneFile News
Directions:
|
Reinforcement / Creation Activity
Instructor Notes:
- As a group, select one of the cases to perform in class. The students who researched this case will teach the rest of the class the basics of the case. The students should not reveal the ruling of the case at this time.
- Once the class has been provided the basics, select 9 students to be the "Justices" of the court with the remaining students being divided equally into two teams. The teams will be playing the roles of the petitioner and the respondent.
- The "Justices" will discuss and prepare questions they need answered to reach a decision. They will also assign one person to play the role of the Chief Justice. If appropriate, the justices can use the IRAC Worksheet to record their information.
- The "Petitioner" and "Respondents" should prepare their arguments for its side. Each side should consider only the facts and not the accuracy of the facts. They can use the Court Brief Worksheet they were provided as a reference for this activity. They should also discuss what questions they might be asked from the "Justices"
- Setup the classroom to represent a courtroom with the "Justices" at the front of the room and the attorneys on opposite sides.
- "Attorneys" will present the arguments for their side and allow time for rebuttals from the other side. "Justices" can ask questions throughout this process.
- Once all arguments and rebuttals are heard, the "Justices" will deliberate on a decision. Each "justice" will develop their own opinion on the case and prepare a statement as to why they decided that way.
- The Chief Justice will do a role call and ask each justice how they decided. Each judge will also provide their statement and explanation as to why they made that decision. After you hear their decisions and statements, tally the votes to see which side won with the majority.
- Compare the class results with the actual case to see if you arrived at the same decision.
- Continue to discuss the case as a group and if the outcome of this case changed our lives in any way.
Directions:
|
Reflection
Instructor Reflection:
- Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson.
Directions:
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TEST SECTION
Now is the time for all good men to come to the aid of their country.
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oercommons
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2025-03-18T00:36:37.922273
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Lesson Plan
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75292/overview",
"title": "Landmark Supreme Court Cases",
"author": "U.S. History"
}
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https://oercommons.org/courseware/lesson/122279/overview
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Foundational Literacy LS.6.1: a_e, i_e, o_e
Overview
Objective: Introduce graphemes a_e, i_e, o_e. Practice reading sound-out words using these sounds. Introduce and practice relevant sight words.
Can-do: At the end of the lesson, students can read sound-out words using the graphemes a_e, i_e, o_e. At the end of the lesson, students can read a selection of sight words.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!Objective: Introduce graphemes a_e, i_e, o_e. Practice reading sound-out words using these sounds. Introduce and practice relevant sight words.
Can-do: At the end of the lesson, students can read sound-out words using the graphemes a_e, i_e, o_e. At the end of the lesson, students can read a selection of sight words.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!
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oercommons
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2025-03-18T00:36:37.939582
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11/29/2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122279/overview",
"title": "Foundational Literacy LS.6.1: a_e, i_e, o_e",
"author": "Christine Chan"
}
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https://oercommons.org/courseware/lesson/80178/overview
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Guided Notes
Fashion Design: Design Details
Overview
Students will learn about the design details of clothing. This Lesson includes a google slide presentation and guided notes. An understanding of design details will help give students a foundation as they begin to sketch fashion illustrations throughout the course.
This lesson was written in accordance with Utah State Standards for Fashion Design Studio (Standard 1 Objective 2b).
Design Details Lesson
This lesson includes 2 resources (a google slide presentation and student-guided notes). There is also an assignment example based on Fashion Design Details.
This lesson was written in accordance with Utah State Standards for Fashion Design Studio (Standard 1 Objective 2b).
Design Details Content
Design Details Presentation
- Watch the following video of your teacher explaining Design Details. Be sure to use the guided notes as you watch the presentation.
- You also have the option of viewing the Design Details Presentation at your own pace without a teacher's explanation of the content.
Design Details Guided Notes
Use these notes as you watch The Design Details presentation. When the file opens, select "make a copy" and title it "Last name Design Details Notes"
While these notes are completely optional, they will aid you in your quiz and the Final Exam at the end of the quarter.
Design Details Assignment
Design Details Sketch
Learning Objective: Students will explore the fundamentals of Fashion by identifying design details in their sketches
For this assignment, you will create 2 sketches that include 6 design details that we discussed this week. Choosing 3 details for each sketch is preferable. Refer to the Design Details presentation, your design templates from your kit, and your guided notes to get inspiration and ideas.
You must follow these rules:
- Sketches must be labeled with the design details that they include. (ex. Sketch #1: Peter pan color, A-line Skirt, Set-in Sleeve). See the video below for examples of what I am looking for.
- The sketches must be completed on tracing paper provided in your kit
- The sketches must be colored using the colored pencils provided in your kit. No crayon or marker allowed.
- Remember that you are a beginner and your sketches won't be perfect. Just try your best!
Watch this video to see an example of what I expect to see in your sketches this week:
CLICK HERE to see the example portfolio if needed
To turn in this assignment:
- Take a picture of your finished sketches using the built-in camera on your computer or you may also use a cell phone/camera and load your picture to your computer.
- Insert your pictures into your Google Site under the "Sketches" Page.
- Create a label for your picture that says "Design Details Sketches"
- Click Publish in the upper right-hand corner of your Google Site. Remember, you must re-publish each time you edit your site.
- Click on the Paperclip copy icon in the upper right-hand corner
- Click Copy link
- To submit your assignment, return to this page and click Add Submission
- Paste the link to your Google Site into the Online Text box (ctrl+v)
- Click Save Changes
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oercommons
|
2025-03-18T00:36:37.962474
|
05/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80178/overview",
"title": "Fashion Design: Design Details",
"author": "Shanna Haws"
}
|
https://oercommons.org/courseware/lesson/109720/overview
|
Phonological Awareness
Overview
This OER would be used to help increase phonological awareness for tier 3 readers. This OER has resources for spelling tests, quizzes, and teaching strategies to help early learners. Goal is to help with Word, Syllable, Rhyme, Alliteration, First Sound, and Phonemic Awareness in all students to increase reading levels.
Phonological Awareness for Tier 3 Readers
This OER was created to help tier 3 readers strengthen their phonetic awareness through practice assessments, spelling assignments, and photo or visual examples of words they are putting together. With this, students will be able to process letter sounds to help decode words and increase independent reading skills quicker and more efficently.
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oercommons
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2025-03-18T00:36:37.975428
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Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109720/overview",
"title": "Phonological Awareness",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/120581/overview
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A Vision for Unity
Overview
Students analyze the foundational events and documents that have shaped the collective U.S. identity. They consider how the lack of representation in historical narratives about early America have influenced the extent to which different groups of people are seen, protected, and represented in U.S. government and society. By the end of the unit, students apply skills related to primary source analysis and discourse to consider the question: How can expanding our perception of American identity create a more just society? Students share their visions for America through a collaborative quilt that highlights their individual identities and their hopes for the collective identity of the nation.
Educator Welcome
Dear Educator,
We understand the joy every teacher experiences when they discover what lights up a student, and how that breakthrough can make way for a powerful shift in student learning. We’re thrilled to partner with you in bringing project-based learning (PBL) to your classroom, and we think you’ll love these lessons, which were created in collaboration with educators, learning scientists, and experts in the field.
Whether this is your first voyage into PBL or you’re a seasoned pro, we’re sure you’ll agree that this approach sparks interest, ignites possibility, fuels a love for learning in students, and brings wonder to the classroom.
We believe Open Educational Resources (OER) promote equitable access to standards-aligned, high-quality instructional materials for all educators to adapt and use. Contact us at info@educurious.org to learn more about how Educurious can support district or school adoption of this curriculum and the development of PBL teaching practices. Explore Educurious.org to discover other PBL courses and order printed materials. |
As you join your students on this learning journey, we’d love to hear from you. We want to experience your students’ curiosity, celebrate their projects, and hear about your successes, as well as what we can do better. Click here to share your thoughts. Thank you for taking us along on your adventure.
Onward!
Your friends at Educurious
Acknowledgements
Unit Credits & Acknowledgments
Educurious would like to express sincere gratitude to our partners for contributing their expertise, insights, and energy. Their collaboration was instrumental in the co-design of this project-based learning unit.
Design Teachers and Schools:
- Amanda Creasia
- Brad Clay
- Christine Pyle
- Delaney Hanon
- Diya Bailey
- Heather Wren
- Nathaniel Okamoto
A special thank you to Amanda Christensen for her leadership and support throughout this project.
The Educurious Team:
Unit Development Team:
- Writers: Janel Brown, Cody Pietro
- Educurious Reviewer: Valeria Gamarra
- Editors: Clare Lilliston, Rachel Parish
Production Team:
- Erik Robinson, Angela Rosenberg
Project Managers:
- Chris Carter, Valeria Gamarra
Educurious Leadership:
- Jane Chadsey, CEO
Unit Poster Image Credits:
- Poster created by Carlos Suarez-Murias
License & Attribution
Except where otherwise noted, A Vision for Unity by Educurious is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to share this material (by copying and redistributing it in any medium or format) and adapt it (by remixing, transforming, or building upon it). However, you must give appropriate credit, provide a link to the license, and indicate whether changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your adaptation. You may not use this material, or any adaptation of it, for commercial purposes. Please take care that adaptations do not introduce cultural bias.
All logos and trademarks are the property of their respective owners. All art, illustrations, and photos in this work are used with permission and are not included in the open license. This resource contains links to websites operated by third parties. These links are provided for your convenience only, and do not constitute or imply any endorsement or monitoring by Educurious. Please confirm the license status of any third-party resources and ensure that you understand their terms before use.
If you adapt this work, please note the substantive changes, retitle the work, and provide the following attribution: “This resource was adapted from A Vision for Unity, which was produced and published by Educurious and is licensed under CC BY-NC 4.0.”
Unit at a Glance & Teacher's Edition Download
Download full PDF Teacher's Edition Here
Module 1 Overview: All Men Are Created Equal
Module Overview
Module 1: “All Men Are Created Equal”
A Vision for Unity
Unit Driving Question
How can expanding our perception of American identity create a more just society?
Module Driving Question
How do our identities shape the way we experience the world around us?
Module Overview
In this module, students unpack identity and how it shapes the world around us. They work to understand how celebrating and respecting individual identities leads to a stronger collective identity and a more just society.
In Lesson 1.1, students reflect on their personal identities and work with their peers to define American identity. In Lesson 1.2, students explore how collective identities often exclude some groups of people from representation. In Lesson 1.3, students unpack intersectionality and how having specific identities can influence a person’s place in the social hierarchy and their overall lived experience.
By the end of this module, students will have an understanding of how the U.S. collective identity does not represent all of the people who live in U.S. society. They will have begun to reflect on how we might rethink our collective identity so that it is more inclusive. In Module 2, they will dig deeper into the Declaration of Independence as a founding document to understand its part in shaping the U.S. identity.
| Lesson 1.1: Personal Identity (60 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success Criteria By the end of the lesson, students will be able to:
| In this lesson, students define identity and reflect on the layers of their individual identities. They work with a group to craft a poster that illustrates their perception of American identity. Then, they participate in a discussion of identity. Finally, they learn about the unit goals and discuss their thoughts and questions. |
| Lesson 1.2: Collective Identity (60 minutes) | |
Key Standards for Success Criteria D2.His.4.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success Criteria By the end of the lesson, students will be able to:
| In this lesson, students work to define collective identity and trace the history of the characteristics they associate with American identity. Then, they discuss their views on the American, or U.S., identity and their place within it. Finally, they hear from others about what they think it means to be American. |
| Lesson 1.3: Intersectionality (60 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success Criteria By the end of the lesson, students will be able to:
| In this lesson, students learn about social hierarchies and discuss the factors that have influenced the social hierarchies that exist in the United States. They brainstorm questions that might help us understand the events in U.S. history that have shaped these social hierarchies. Then, they define intersectionality through an exploration of the wage gap and how it affects different groups of people in the United States. Finally, students participate in a whole-class discussion about how intersectionality can help us understand the ways that people experience the world around them and how we might create change. |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.1: Personal Identity
Teacher Guide
Lesson 1.1: Personal Identity
A Vision for Unity
Unit Driving Question: How can expanding our perception of American identity create a more just society?
Module Driving Question: How does our identity shape the way we experience the world around us?
Learning Targets I can:
Purpose In this lesson, you will define identity and reflect on the layers of your individual identity. You will work with a group to craft a poster that illustrates your perception of American identity. Then, you will participate in a discussion about identity. Finally, you will learn about our unit goals and discuss your thoughts and questions.
Lesson Steps
Explore More
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical contexts shaped and continue to shape people’s perspectives. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
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| Lesson Overview |
| In this lesson, students define identity and reflect on the layers of their individual identities. They work with a group to craft a poster that illustrates their perception of American identity. Then, they participate in a discussion of identity. Finally, they learn about the unit goals and discuss their thoughts and questions. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Unpack identity | (15 min) |
Purpose: Students unpack the characteristics and layers of a person’s identity. Then, they reflect on the layers of their own identities.
You might say: Throughout our time together this school year, we are going to be exploring the many different stories, events, and societal shifts that make up the larger story of U.S. history. We will learn about the many different groups of people that have shaped the identity and trajectory of this country. In doing so, we hope to think about how we might create a future for the country that is truly equitable for all its inhabitants. To think about these big ideas, we need to start by thinking about the individual identities that make up our society: all of our unique, complex, and beautiful individual identities. Let’s start by thinking about the many different characteristics that make up identity.
[Slides 2–4] Define identity.
- [Slide 2] Read the definitions on the slide and clarify any unknown vocabulary in the definitions.
- social identity: identity characteristics that affect how others interact with you and you interact with others; these can include race, gender, age, and other characteristics
- personal identity: identity characteristics you would give yourself; these can include traits, behaviors, beliefs, values, and other characteristics that make you who you are
- Ask: Why might a person’s social identity be different than their personal identity?
- Possible response: Social identity is shared with other people—It’s based on group-level characteristics. Personal identity is more specific and is unique to each individual.
- [Slide 3] Read the definitions on the slide and clarify any unknown vocabulary in the definitions.
- visible identity characteristics: identity characteristics that are readily seen by others
- invisible identity characteristics: identity characteristics are not readily seen by others
- Ask: How might visible identity characteristics impact the lived experience of a person more than their invisible identity characteristics do?
- Possible response: Most people won’t see your invisible identity characteristics—They’ll only know those things if they really get to know you. So they base the way they interact with you on your visible characteristics alone.
- [Slide 4] Facilitate reflection on identity.
- Ask: Given our understanding of all of the different characteristics that make up a person’s identity, how is identity like an iceberg?
- Possible response: There’s a part of the iceberg that is visible, above the water, and a bigger part that’s invisible, beneath the water, just like our identity characteristics on and below the surface.
- Ask: Given our understanding of all of the different characteristics that make up a person’s identity, how is identity like an iceberg?
- [Slide 5] Display the identity iceberg diagram.
- Talking points:
- The expression “this is just the tip of the iceberg” comes from the idea that the majority of an iceberg’s mass lies below the surface of the water so that the part of the iceberg that we do see is only a small part of its actual size.
- Similarly, our identity is layered. There are parts of our identity that are visible to others immediately, there are parts of our identity that are just below the surface, and there are parts of our identity that are deeper, and even more difficult for others to see.
- Talking points:
[Slide 6] Provide instructions for individual reflection.
- Distribute the Personal Identity Iceberg handout.
- Invite students to draw an iceberg and create a visual representation of the layers of their identity by listing the characteristics of their identity on the iceberg.
- Let students know that they will not have to share their personal identity iceberg reflections with anyone but that it will help them during discussion, later in the lesson.
| Step 2: Unpack American identity | (40 min) |
Purpose: Students work in small groups to create an American identity iceberg poster using the iceberg framework. Then, they learn the discussion skill “elaborate & clarify” and participate in a whole-class discussion.
You might say: You all have crafted a personal identity iceberg that contains your visible and invisible characteristics. Now, we are going to consider the concept of an American identity. In this activity, you will consider what visible and invisible characteristics make up an American. We might not all have the same perception of what characteristics an American has, so we will have the chance to discuss the similarities and differences between our perceptions, as well as similarities and differences between our personal identities and our perception of the American identity.
[Slide 7] Facilitate the American identity iceberg poster activity.
- Read the directions on the slide.
- With your group, discuss American identity. How would you define it? What characteristics does an American have? Consider both visible identity characteristics—the explicit elements of American identity—and invisible identity characteristics—the implicit elements of American identity.
- As a group, draw an iceberg on your group’s chart paper and add the visible and invisible American identity characteristics to the correct parts of the iceberg.
- Place students into small groups and distribute materials.
- Provide students time to discuss and create their American identity icebergs.
[Slide 8] Facilitate a Gallery Walk with a sticky note discussion.
- Invite students to tape their group’s American identity iceberg posters to the walls.
- Read the directions on the slide:
- Rotate around the room to view the posters.
- Add sticky notes to other groups’ posters. You can respond to their posters with agreement, disagreement, or a question. You may also respond to sticky notes that have already been added to the posters.
- Provide students time to rotate and add sticky notes to the posters.
[Slides 9–11] Introduce the “elaborate & clarify” discussion skill.
- [Slide 9] Frame the skill.
- Make clear, backed-up arguments.
- Communicate our opinions clearly and effectively inside and outside of class.
- [Slide 10] Introduce skill vocabulary.
- elaborate: provide more or extra or new information about the idea you are discussing
- Talking point: If you are asked to elaborate in a discussion, it means that you need to provide more evidence or extra reasoning to back up what you have already said.
- clarify: go back to what you have already said and make it clearer
- Talking point: If you are asked to clarify something, it’s because your audience doesn’t really understand why you said something and wants you to explain it a little bit better. You are not adding new information. You’re going back and making your statements clearer.
- Provide examples.
- Talking points: In a discussion about whether video games are good for society, I say: “Video games make society smarter. The scientists have talked about helping students multitask.”
- Someone might ask me, “Can you clarify what you mean when you say scientists have talked about multitasking?”
- I would then go back to my argument and say, “Yes, what I meant was that scientists have done research that proves that video games help students learn how to multitask, which makes them better students.”
- In this example, I have made my original statement clearer.
- Someone might also ask me, “Can you elaborate on why you say that video games make people smarter?”
- I would then have to look for more evidence to prove my point. I might say something like “Yes, so scientists found that students who play an average of 30 minutes of video games a day are more likely to be stronger math students. This proves that video games make society smarter.” This is made-up information, by the way, but it shows how I would have to use more information to back up my argument.
- Talking points: In a discussion about whether video games are good for society, I say: “Video games make society smarter. The scientists have talked about helping students multitask.”
- elaborate: provide more or extra or new information about the idea you are discussing
- [Slide 11] Introduce the discourse skill “elaborate & clarify.”
- Talking points:
- Since we are just learning this skill, I will be the one asking you all to elaborate or clarify.
- As we discuss I will have some sentence starters you can use if you are asked to elaborate and clarify (pull from skill chart above) in case you get stuck.
- Eventually, we’ll get so good at making clear and evidence-based arguments that we won’t be asked to elaborate or clarify.
- Prompting skill:
- Can you elaborate on…?
- What do you mean by…?
- Can you tell me more about what you mean by…?
- What makes you think that?
- How does that connect to…?
- I am a little confused about the part ____. Can you unpack that for me a little more?
- Can you be more specific? What do you mean by…?
- Responding:
- I think it means that…
- In other words….
- It is similar to when…
- I meant that…
- It connects to what we learned about…
- An example of this is…
- Another way to think about this is…
- Talking points:
[Slide 12] Facilitate discussion.
- Ask:
- According to this class, what characteristics does an American have?
- How do the identities of the people in this classroom match up with this class’s perception of American identity?
- Remind students to use evidence from the posters and the sticky note discussion to back up their responses.
- Throughout the discussion, prompt students to elaborate & clarify using the prompting skill sentence starters. You can also encourage students to prompt each other.
[Slide 13] Reflect on the discussion.
- Invite students to reflect on the discussion using the prompts on the slide.
- One specific thing I did well while practicing this skill is…
- One specific thing the class did well while practicing this skill is…
- One specific thing we could work on when it comes to this skill is…
Teacher Tip: Introducing and Teaching Discussion Skills Throughout this unit and this course, students will be participating in several different discussions. To foster an environment that sees discourse as a key skill and works to improve those skills, we must:
You can do this using several different discussion skills. There are many different ideas about the most important discussion skills students should practice in social studies classrooms, but throughout this course, we will be using the model found in Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. You can find an article by one of the authors of this book explaining the five core academic discussion skills here. You can substitute the “elaborate & clarify” skill with any discussion skill you want to use, but best practice recommends choosing one discussion skill to focus on throughout an entire unit to build capacity around that skill. You might not have students practice and reflect on the skill for every single moment of discussion, but the more you can reference a specific discussion skill, the more students will start to use it in all discussions. Some final best practices to consider are:
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| Step 3: Learn about the unit | (5 min) |
Purpose: Students learn about the focus and content of the unit, and the final product.
You might say: This unit will serve as a foundation for our understanding of U.S. history, as well as for our historical thinking skills. In order to build that foundation, we will think about why we learn U.S. history and how we can take our learning and use it to understand and improve our present.
[Slide 14] Introduce the unit poster.
- Review the unit driving question, the module driving questions, and the final product.
- Ask:
- This module is called “All Men Are Created Equal,” which is a quote from the Declaration of Independence. We will read the Declaration in Module 2. What do you think this quote means?
- Possible response: I think it means that everyone in the United States is supposed to be equal.
- Based on this lesson and your prior knowledge and experience, do you think this quote is true? Why or why not?
- Possible response: I don’t think it’s true. For one, it only includes men, so there are loads of people it doesn’t include as is. My identity iceberg also didn’t fit in with the American identity iceberg my group created, which suggests that some identities are given more importance and power than others.
- Instruct students to ask their partners the following questions:
- What is one question you have about this unit? It could be about the content or the final product.
- What is one thing you’re excited about learning?
- This module is called “All Men Are Created Equal,” which is a quote from the Declaration of Independence. We will read the Declaration in Module 2. What do you think this quote means?
- Then, invite 3–4 students to share out their responses with the whole class.
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.2: Collective Identity
Teacher Guide
Lesson 1.2: Collective Identity
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How do our identities shape the way we experience the world around us?
Learning Targets I can:
Purpose In this lesson, you will work to define collective identity and trace the history of the characteristics you associate with American identity. Then, you will discuss your views on the American, or U.S., identity and your place within it. Finally, you will hear from others about what they think it means to be American. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
| Lesson Overview |
| In this lesson, students work to define collective identity and trace the history of the characteristics they associate with American identity. Then, they discuss their views about the American, or U.S., identity and their place within it. Finally, they hear from others about what others think it means to be American. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about collective identity | (30 min) |
Purpose: Students build on their understanding of identity by unpacking the idea of collective identity. They return to their American identity iceberg posters and consider the historical events that impacted the characteristics they included.
You might say: We have spent some time exploring the different elements and layers that make up our identities, and we created icebergs to represent our perceptions of the American identity. In this lesson, we will dive a little deeper into the concept of a collective, or group, identity, and how those group identities are constructed.
[Slides 2–3] Define collective identity.
- [Slide 2] Distribute the Collective Identity Notes Organizer handout.
- Direct students to Part 1 of the handout. Read the directions.
- Invite students to use the following definition of collective to individually brainstorm ideas about collective identities.
- collective: several persons or things considered a group, or a whole; for our purposes, a collective is a group of people who share a common interest or work together to achieve a common objective.
- [Slide 3] Display the following definition for collective identity. Direct students to take notes on the handout.
- collective identity: the beliefs, values, and ideas that guide the actions of the group; collective identities develop over time and are influenced by historical events.
- While there might be a lot of diversity in thought within a group, when we try to figure out the collective identity of a group, we might consider:
- Who makes decisions for this group? Who has power?
- How many different identities exist within the group?
- What identities are most visible?
- What does this collective celebrate? How do they celebrate?
- What does this group of people value? How do you know?
- Is this group known for something unique? If so, what?
[Slide 4] Play the video “The History of the Mardi Gras Indians” [2:35].
- Invite students to consider the questions in the “Explore” section of Part 1 of the Collective Identity Notes Organizer handout as they watch the video.
- Provide students a few minutes to answer the questions after the video plays.
- Then, invite a few students to share their responses as a whole class.
[Slides 5–6] Provide instructions for small group work.
- [Slide 5] Place students back in their small groups from the American identity iceberg activity in Lesson 1.1. Return each group’s American identity iceberg poster.
- Instruct students to add to their posters based on the questions associated with collective identity and the cultural identity iceberg.
- Provide students time to add to their posters, then invite a few groups to share out.
- [Slide 6] Ask students to add to their group posters by thinking about the historical events that might have led to the development of the elements that make up the collective American identity. You may wish to provide scrap paper or sticky notes for this section of the activity if student posters are filling up.
- For example: If students included military strength as a characteristic of American identity, they might talk about the origins of the United States as a nation and the Revolutionary War, which led to those in charge placing value on military strength to defend their concept of freedom. If they included fast food, they might talk about capitalism as a driving force behind franchises such as McDonald’s, Burger King, and KFC.
[Slide 7] Lead share-outs.
- If time allows, you can set up a Gallery Walk of the revised American identity iceberg posters created by small groups and give groups time to rotate through all the posters, adding their thoughts and reflections to the posters with more sticky notes.
- Otherwise, you can invite different groups to share their reflections on one of the characteristics they unpacked until you have heard from all of the groups. Then, lead a whole-class discussion.
- Ask: How can studying U.S. history help us understand the American collective identity?
- Possible response: When we study U.S. history, we are uncovering clues about the events that have shaped the American collective identity. This can help us understand the reasons why our society operates the way that it does today. Studying history helps us understand why groups of people do what they do, good or bad. In turn, this can help us figure out how to shift our society so that it is truly inclusive for all.
| Step 2: Discuss your personal views on American identity | (15 min) |
Purpose: Students participate in an active-listening activity to hear from their peers about their peers’ own views of the American Identity. Then, they hear from others about what it means to be American and discuss what influences people’s views on whether they identify with the collective identity of the United States.
You might say: We will now spend time thinking about the collective identity of our country. What does it mean to be American? We could say it simply means you live in the country we are in right now. But in reality, this is a collective identity that feels complicated to a lot of people. It has been shaped over time in ways that include some people and exclude others. When it comes to how we define the U.S. identity, and whether we see ourselves represented in it, it can be quite a personal answer. We’re going to spend some time discussing our views on this in a way that encourages us to listen to and learn from our peers.
[Slides 8–9] Provide instructions for the active-listening activity. Use the guidance below.
- Talking points:
- Work with a partner to reflect on the questions:
- Do you identify as American? Why or why not?
- What does it mean to be American?
- Who is included in the U.S. identity (as it exists today)? Who is left out?
- One person speaks. The other listens and asks clarifying questions but does not share their thoughts or opinions until it is their turn.
- Partner A will have 5 minutes to respond to any of the discussion questions. If there is a lull in their response, Partner B can ask one of the following questions.
- When you said ____, what did you mean?
- Can you elaborate on your statement about _______?
- Can you give an example to support your statement about _______?
- After 5 minutes, Partner B will have 5 minutes to respond to any of the discussion questions. If there is a lull in their response, Partner A can ask one of the above questions.
- After both partners have spoken, each partner has 3 minutes to reflect on and discuss one statement their partner made that stuck with them during the activity.
- Tell students you will keep time and let them know when it is time to switch.
[Slide 10] (Optional) Lead a reflection on the active-listening activity.
- Students discuss the extent to which the activity helped them listen to understand, rather than listen to respond, and how they can use this protocol. Ask:
- How did it feel to not respond in the moment to what your partner said?
- How does this activity help strengthen our listening skills?
- What can we take from this activity to use in other parts of our lives?
Teacher Tip: Navigating This Conversation With Undocumented Students When thinking about what it means to be American, many people might jump to the definition of someone who was born in the United States. As we know, there are many Americans who were not born in the United States and many who are undocumented. We are not defining the American identity through citizenship in this course. Through this conversation we hope that students will walk away understanding that although many people have a very narrow picture of what being American is, we must work together to expand that identity because the United States is a much more diverse and complex place. Here are some considerations if you are having this conversation with undocumented students:
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| Step 3: Consider different perspectives on the American identity | (15 min) |
Purpose: Students hear different perspectives on the American identity and consider whether they agree with these perceptions of who Americans are.
You might say: Now that you have heard from one another about your perception of American collective identity, we are going to watch a couple of videos that display the perceptions of other people about the American collective identity. We will think about what affects our perception of American identity, and whether we agree with the perceptions others may hold about Americans. Then, we will think about ways we might make our understanding of American identity more inclusive.
[Slide 11] Play the video “70 People From 70 Countries Imitate Americans” [2:24].
- Direct students to Part 2 of the Collective Identity Notes Organizer handout.
- Play the video and provide students time to respond to the first question in Part 2 of the handout.
- Invite 3–4 students to share out.
- Ask: Do you agree with the way people outside the United States perceive American identity? Why or why not?
- Possible response: I don’t agree with the way they made it seem like Americans aren’t smart. My classmates and my family members have lots of knowledge and skills, and the impressions came off as really shallow.
- Ask: How might the perception of others influence the American collective identity?
- Possible response: It seems like a lot of people outside the United States think Americans are overly friendly. That might make Americans more likely to double down on that friendliness because they see it as a positive trait.
[Slide 12] Play the video “What Does It Mean to Be American?” [2:49].
- Play the video and provide students time to respond to the second question in Part 2 of the Collective Identity Notes Organizer handout.
- Invite 3–4 students to share out.
- Ask: What factors influence how people define what it means to be American and whether they feel included in the U.S. collective identity?
- Possible response: Cultural identities, class, parent heritage and background, race, religion. There seems to be a defined picture of what it means to be American so that it is associated with being White and born in the United States. If a person’s identity is different than that, it can make them feel like they are not American, even when they live and participate in American society every day.
- Ask: Given the videos we watched and our peer discussions, how would you now describe the U.S. collective identity today? How might we make it more inclusive?
- Possible response: Responses will vary but might include ideas about the collective identity of the United States today being very narrow because it seems to represent only one group of people, while, in actuality, the country is made up of many diverse groups of people. To make our collective identity more inclusive, we must examine the things in our society, whether it’s systems or opinions, that are sending the message that some people are not American because of their identities.
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.3: Intersectionality
Teacher Guide
Lesson 1.3: Intersectionality
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How do our identities shape the way we experience the world around us?
Learning Targets I can:
Purpose In this lesson, you will learn about social hierarchies that exist in the United States and discuss the factors that have influenced them. You will brainstorm questions that might help us understand the events in U.S. history that have shaped these social hierarchies. Then, you will define intersectionality through an exploration of the wage gap and how it affects different groups of people in the United States. Finally, you will participate in a whole-class discussion about how intersectionality can help us understand the ways that people experience the world around them and how we might create change. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students learn about social hierarchies and discuss the factors that have influenced the social hierarchies that exist in the United States. They brainstorm questions that might help us understand the events in U.S. history that have shaped these social hierarchies. Then, they define intersectionality through an exploration of the wage gap and how it affects different groups of people in the United States. Finally, students participate in a whole-class discussion about how intersectionality can help us understand the ways that people experience the world around them and how we might create change. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Create a Know & Need to Know chart | (10 min) |
Purpose: Students consider what they know and need to know about American collective identity, social hierarchies, and intersectionality to form an opinion on how to build a more inclusive society.
You might say: To start our lesson today, we are going to create Know & Need to Know charts. This is an opportunity to take stock of your learning from the last two lessons and to think ahead about what you still need to learn to form an opinion on how to build a more expansive perception of American identity in service of a more inclusive society.
[Slide 2] Provide instructions for small-group work.
- Distribute the Know & Need to Know chart and read the directions with students.
- Ask students to begin filling out their charts independently for a few minutes.
- Then, invite students to work in groups to discuss their notes and add to their charts based on the discussion.
- If time allows, invite some students to share their responses as a class.
Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart provides an opportunity for students to track how their thinking changes over time on a whole-class level. For project-based learning units, the chart helps leverage students’ ideas about the connections between the content they are learning and their project work. To learn more about Know & Need to Know charts in project-based learning, read about different tactics and pedagogical considerations at the Opening Paths website and how to use students’ questions for planning and assessment from PBL Works. |
| Step 2: Learn about social hierarchies | (15 min) |
Purpose: Students define social hierarchies and apply what they learned about the U.S. collective identity to brainstorm questions they want to answer throughout the year to help explain how the social hierarchies in the United States came to exist.
You might say: In our last two lessons, we spent some time thinking about the U.S. collective identity. We participated in an active-listening activity to hear from our peers about whether or not they saw themselves in that U.S. identity. Today we are going to build on that understanding by thinking about how people in the United States experience the world differently based on their individual identities. To do this we are going to learn about social hierarchies and intersectionality.
[Slide 3] Provide context for social hierarchy.
- social hierarchy: a system in which members of a society are ranked according to their status or authority in that society.
- A person’s authority, or status, in a society is influenced by several different factors. These vary from society to society.
- For example, in one society a person might have more status because they are a religious leader. In another society, religion might not mean as much, but you might have more status if you are wealthy.
[Slide 4] Lead a whole-class discussion.
- Ask: What factors might influence where people fall in a social hierarchy?
- Possible responses: How much money they have, how powerful they are, race, class, religion, ethnicity, education, etc.
- As students respond, keep notes in a class notes organizer or on chart paper.
You might say: Throughout this course, we’ll be looking to understand U.S. society better. We’ll be looking to figure out how the social hierarchy that exists in the United States came to exist. To do this we’ll look at early American history, but we’ll also look at more recent events. Let’s spend some time brainstorming questions that might help us understand the social hierarchy in the United States so we can find answers throughout the year.
[Slide 5] Provide instructions for a small group brainstorm.
- Set up student small groups.
- Distribute scrap paper to the small groups.
- Invite students to brainstorm questions that they have about social hierarchies or questions that might help answer why social hierarchies exist or why some people are at the top while others are at the bottom.
- Let students know that they should brainstorm as many questions as possible since these are questions we’ll try to answer over the whole year through our study of U.S. history.
- Invite students to share their questions with the whole class.
- Take notes on these questions on a piece of chart paper that you can put up in your class.
- Tell students that you will all be working to answer these questions throughout the year. Invite them to reference the questions throughout the year when they feel they have found answers or partial answers.
[Slide 6] Lead whole-class discussion.
- Ask: How might valuing the different identities of people living in the United States lead to a less hierarchical society?
- Possible response: Responses will vary, but students might say that a person’s identity impacts where they land on the social hierarchy of a specific society. Where a person lands on the social hierarchy in turn impacts their quality of life, or how they experience the world. If a society discriminates against a specific identity, people with those identities might live lower in the hierarchy, which means their lives are harder than people higher in the hierarchy. If we were to be more inclusive of everyone’s identity, then we might not have such damaging hierarchies.
| Step 3: Unpack intersectionality and apply it to U.S. identity | (35 min) |
Purpose: Students learn about intersectionality through a source exploration activity. They watch the video “Intersectionality 101” to understand how people experience the world differently based on their intersecting identities. They discuss how the ideas of intersectionality and social hierarchy can inform our understanding of how different groups of people experience U.S. society and how we might work to create a more inclusive U.S. identity.
You might say: Social hierarchies are made up. They are constructed by the people who live in a society over a period of time. Where you fall on the social hierarchy can determine your quality of life in society. We’ve been talking a lot about identity, both our individual identities and the collective identity of our country. A person’s identity and their ranking in a social hierarchy are closely related. To understand this a bit better we are going to learn about a concept known as “intersectionality.” Intersectionality can help us understand how a person’s many elements of identity can impact the treatment they receive in society given the social hierarchies that exist. Understanding intersectionality can help us see the changes that we need to make so that people do not continue to have different lived experiences in our society based on their identities. We are going to think about how we might use our understanding of social hierarchies and intersectionality to imagine a different collective identity for the United States.
[Slides 7–8] Facilitate a source exploration.
- [Slide 7] Distribute the Intersectionality Source Exploration handout.
- Model reading and analyzing Source 1.
- Talking points:
- On these charts, people’s wages are represented as a percentage of White men’s wages.
- The wage gap between a living wage and a minimum wage affects people across all racial and gender groups in the United States. It is a serious issue that is impacting many people with many different identities.
- While many different groups of people are impacted by the wage gap, women are more heavily impacted, and women of color even more so.
- For example, I see that Black men make 73% of what White men make. I also see that White women make 82% of what White men make and Black women make 65% of what White men make.
- Therefore, if you’re a woman, you make less money, and if you’re Black, you make less money. But if you’re a Black woman, you make even less—Your wages are affected by the combination of your race and gender.
- [Slide 8] Place students in small groups.
- Read the instructions on the slide.
- Examine the remaining sources one at a time.
- Discuss and respond to the question associated with each source on your handout.
- Respond to the final reflection question on your handout and prepare to share out.
- Invite students to share their responses to the reflection question.
[Slides 9–12] Define intersectionality.
- [Slide 9] Direct students to Part 2 of the Intersectionality Source Exploration handout. Invite them to take notes on this handout as you go through the following information as a class.
- intersectionality: a framework, or mindset, of thinking that asks us to examine how all aspects of a person’s identity impact their lived experience in the world
- [Slide 10] Explain intersectionality.
- Developed in 1989 by Kimberlé Crenshaw, intersectionality asks us to examine how a person might be affected by many different forms of oppression in a society given their different identities.
- In other words, identities intersect and there is no way to separate one element of a person’s identity from the whole. This means people might be affected by the oppression they face for many different parts of their identity at once.
- [Slide 11] Explain intersectionality as a mindset.
- When we look to build social movements, having an intersectional mindset allows us to see the many ways different people might be affected by the issue we are trying to solve.
- We can have an intersectional mindset by thinking about how someone’s many identities (ex: gender, caste, sex, race, ethnicity, class, sexuality, religion, disability, weight, and physical appearance) shape their experiences in our society.
- [Slide 12] Play the video “Intersectionality 101” [3:03].
- Invite students to share out their responses to the question associated with the video at the end of the Intersectionality Source Exploration handout.
- Talking points:
- The different parts of a person’s identity influence the oppression they face.
- Even when the source of that oppression is an issue that affects people with many different identities, some people face the effects even more given how their different identities intersect.
[Slide 13] Facilitate discussion.
- Provide students time to review their American identity icebergs from Lesson 1.1.
- Remind students that they are working on the “elaborate & clarify” discussion skill.
- Invite students to respond to the discussion questions with a partner.
- Where do you see social hierarchies and intersectionality come up in your American identity icebergs?
- What do the ideas of intersectionality and social hierarchies tell us about how some groups of people are treated in our society?
- How can intersectionality help us see where we need to do the most work to create a society where everyone is equally represented?
- If time allows, invite students to pair up with another group so that they form small groups, provide scrap paper for students to take notes, and invite students to share their thoughts as small groups.
- Then, invite students to participate in a whole-class discussion.
- Look for evidence of the following during the discussion to assess students’ understanding of the content they are discussing:
- Intersectionality helps us see that people with multiple oppressed identities experience the world differently than a person who does not have intersecting identities.
- This can help us understand the experiences of people who are different than us.
- Intersectionality can also help us see where we need to grow as a society because it can help us see what identities are facing the most oppression within our society.
[Slide 14] Reflect on the discussion.
- Invite students to self-reflect after the discussion using the following sentence starters:
- One specific thing I did well while practicing this skill is…
- One specific thing the class did well while practicing this skill is…
- One specific thing we could work on when it comes to this skill is…
Teacher Tip: Assessing Students Through Writing This is a good checkpoint to assess students’ understanding individually. There are several options for writing prompts in the discussion questions; you can have students choose one and use evidence to respond to it. You can also return to the module title here (at the close of the module) and ask students to reflect on its veracity and use evidence from the module to back up their thoughts. |
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Module 2 Overview: Certain Inalienable Rights
Module Overview
Module 2: “Certain Inalienable Rights”
A Vision for Unity
Unit Driving Question
How can expanding our perception of American identity create a more just society?
Module Driving Question
Who is included in the founding American ideals?
Module Overview
In this module, students explore the founding principles that shaped the U.S. collective identity and influenced U.S. society as it is today. Throughout this module, students also begin to develop a vision for a more inclusive U.S. identity and society. They explore what it might look like for the collective American identity to include all of the people who live in what we now call the United States.
In Lesson 2.1, students review key details of the Declaration of Independence, U.S. Constitution, and Bill of Rights to build historical context. They hear from two people about the contradictions between these founding ideals and the lived experiences of Indigenous people and immigrants today. In Lesson 2.2, students learn about the American dream and how it relates to American capitalism. They unpack how this ideal shaped U.S. society from its very foundation. They learn about the way that capitalism allowed enslavement to grow in the United States and how enslavement led to a race-based hierarchy that we are still grappling with today. In Lesson 2.3, students participate in a fishbowl discussion where they explore the many different paths we might take to create a more inclusive nation and to shift our U.S. identity so that it reflects all of the diversity and complexity in our society. Students close out the module by creating a found poem where they rethink the founding documents and create a message about what we can do to move our society forward.
| Lesson 2.1: The American Identity (90 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students learn key details about the writing of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights to help explain the ways that the U.S. identity developed in its early years. Then, they watch a video that asks them to reflect on the ways that the founding ideals of the United States apply to different groups of people. Then, they connect that video to their understanding of the collective U.S. identity. Finally, students read an essay that explores how the issue of immigration in the United States serves as a reflection of U.S. identity today. |
| Lesson 2.2: The American Dream (90 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students unpack the definition of capitalism and discuss the extent to which they believe it shapes the collective U.S. identity. Then, students learn about how capitalism shaped a race-based hierarchy in the United States from the moment the nation was created. Finally, students discuss how capitalism has shaped the way some people are treated in U.S. society. |
| Lesson 2.3: A Vision Forward (90 minutes) | |
Key Standards for Success Criteria D2.His.16.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students participate in a fishbowl discussion about how the United States can be more inclusive through its collective identity. In this discussion, they also reflect on the founding ideals of the United States and how these ideals shaped the society we live in today. Then, students create a found poem that uses the text of one of the U.S. founding documents to craft a message about how we can create a more inclusive and just society. |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.1: The American Identity
Teacher Guide
Lesson 2.1: The American Identity
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:Who is included in the founding American ideals?
Learning Targets I can:
Purpose In this lesson, you will learn key details about the writing of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights to help explain the ways that the U.S. identity developed in its early years. Then, you will watch a video that asks you to reflect on the ways that the founding ideals of the United States apply to different groups of people. You will connect that video to your understanding of the collective U.S. identity. Finally, you will read an essay that explores how the issue of immigration in the United States serves as a reflection of U.S. identity today. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 90 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time & place as well as broader historical contexts. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students will learn key details about the writing of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights to help explain the ways that the U.S. identity developed in its early years. Then, they will watch a video that asks them to reflect on the ways that the founding ideals of the United States apply to different groups of people. Then, they will connect that video to their understanding of the collective U.S. identity. Finally, students will read an essay that explores how the issue of immigration in the United States serves as a reflection of U.S. identity today. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about the founding documents | (50 min) |
Purpose: Students build context about the Declaration of Independence, U.S. Constitution, and Bill of Rights through a jigsaw activity that provides an overview of each document. Then, they compare their notes from the jigsaw activity as they learn more about each document.
You might say: Today we are starting Module 2 of our unit. In Module 1 we spent a lot of time discussing the importance of celebrating the diversity and complexity of the many identities of people living in U.S. society. We discussed the U.S. collective identity as it exists today and spent some time reflecting on why some people do not see themselves represented in that identity. In this module, we will spend time figuring out how the collective identity of the United States developed right from the moment that the United States became an independent nation. Throughout this unit we will continue to examine the ways in which different groups of people experience the ideals that have been laid out through U.S. documents. We will discuss how we might create a society that truly protects all of its members.
[Slide 2] Introduce the primary source analysis framework.
- Define primary source and secondary source.
- primary source: a source of information from the time and place you are studying (ex: the Declaration of Independence)
- secondary source: a source of information about the time and place you are studying, but not from that time/place (ex: an article about the history of the Declaration of Independence)
- Talking points:
- We are going to read the Declaration of Independence, which is a primary source document.
- A primary source is a source of information from the time and place we are studying.
- When we read primary sources, and even when we read most secondary sources (sources about the time and place we’re studying, but not from that time/place), we need to think about the context of that source.
- This is important because sources of information come from particular perspectives, and it’s up to us to determine what information we can gather from a particular source.
- We will practice this process with the introduction to the Declaration of Independence.
- To start, we will learn about the history of this document.
[Slides 3–5] Provide further context for the Declaration of Independence.
- Distribute the Declaration of Independence handout.
- [Slide 3] Provide context for the Declaration of Independence.
- The American colonies were under the control of the British government from 1607 to 1783.
- In the years leading up to the Revolutionary War, a series of problems between England and the colonists escalated and led colonists to seek independence.
- American colonists grew tired of what they saw as unfair taxes and oppressive actions such as the Quartering Act, which allowed British soldiers to live in the homes of American colonists without obtaining their permission.
- [Slide 4] Provide additional context.
- By writing the Declaration of Independence (1776), American colonists declared their independence from England. U.S. independence was not formally recognized by England until the end of the Revolutionary War in 1783.
- The Declaration of Independence was important because it explains the reasons for the American colonies to become a new country, the United States of America.
- The Declaration of Independence also says that people have basic rights that a government should protect, such as life, freedom, and the ability to pursue happiness.
- [Slide 5] Ask: Given what we know about U.S. history, who was included and excluded from the Declaration of Independence?
- Possible response: The Declaration said that “all men” are created equal, but it only applied to White men. People were still enslaving Black people at the time, so Black people were not included. Women, including White women, were also excluded from the language, so the document only included White men. In other founding documents we learn that this just included White landowning men.
- [Slide 6] Provide students time to complete the Context, Audience, Perspective, and Purpose boxes on their Declaration of Independence handouts.
- Invite 2–3 students to share out their responses for each box.
- Talking points:
- Notice that we were able to fill out almost all the elements of our source analysis tool before even reading the source.
- Now, we can approach the text of the document fully informed about where it came from, which will help us gather information from it more effectively.
- As we read, keep the focus question we are trying to answer in mind: Upon what ideals was the United States founded?
[Slide 7] Read the introduction to the Declaration of Independence.
- Read the introduction to the Declaration of Independence as a class, one sentence at a time.
- Define vocabulary necessary to understanding as you go.
- Invite students to translate each sentence into modern English as you read.
- Ask: How would you summarize this text in 1–2 sentences?
- Possible response: The people writing this document are saying that England has been acting as a tyrant over the colonies, and it is their right to overthrow that government and found their own, one that better serves them.
- Reread the introduction to the Declaration of Independence as a class, this time focusing on the question (“Upon what ideals was the United States founded?”). You may invite students to read out their modern-English translations rather than the text itself.
- Go over the questions associated with the Significance box of the source analysis tool.
- Talking points:
- Use the text of the source to answer our question.
- Considering our limitations in understanding, a source helps us consider our perspective, in addition to the perspective of the source.
- Ask: What limitations do you think we might have when it comes to understanding this document?
- Possible response: This was written in very different language than we use today, and it could be that we missed some of the intended meaning.
- Invite students to turn and talk to their partner about the Significance box of the source analysis tool.
- Provide students time to write a response in the box.
[Slide 8] Create an American founding ideals poster.
- Place students in small groups.
- Distribute chart paper and markers.
- Invite the student groups to create a list of American founding ideals on the chart paper, based on the content of the Declaration of Independence.
[Slides 9–14] Explain the U.S. Constitution and Bill of Rights.
- [Slide 9] Provide context for the U.S. Constitution.
- During the Revolutionary War, the former colonies realized they needed to create their own government now that they were fighting to break away from England’s government.
- The Articles of Confederation (1777) laid out the structure of government for the new country. However, this government lacked central authority and had limited power to address national issues.
- By 1787, it was clear that the new country needed a government with a stronger central power. This led to the writing of the U.S. Constitution.
- [Slide 10]
- The debate over how much power the federal government should have compared to state governments is still a debate we are having today, and it can be traced to the earliest days of U.S. governance.
- The U.S. Constitution (1787) was written to establish a stronger and more effective system of government for the newly independent United States.
- This document sought to create a balance of power between the federal government and the states, define the rights and responsibilities of citizens, and provide a framework for governing the nation.
- [Slide 11] Play the video “Schoolhouse Rock: Constitution Preamble Lyrics” [2:45].
- Provide student groups time to add American founding ideals to their chart paper.
- Invite groups to share out the ideals they added.
- [Slide 12] Provide context for the Bill of Rights.
- Even after the writing of the U.S. Constitution, the Founders continued to debate how much power the federal government should have over the lives of citizens.
- Some argued that the U.S. federal government had too much power and that it would come to abuse that power. They believed we needed to add a document that would clearly lay out the protections that civilians had from the federal government.
- [Slide 13]
- The Bill of Rights (1791) was added to the U.S. Constitution to address concerns about individual rights and to limit the power of the federal government.
- It is made up of the first 10 amendments and guarantees important liberties, such as freedom of speech, freedom of religion, and the right to a fair trial.
- The inclusion of the Bill of Rights was a result of the desire to protect individual freedoms and ensure that the newly formed government would respect and uphold the rights of its civic agents.
- [Slide 14] Play the video “Bill of Rights (‘I’m Gonna Be [500 Miles]’ Parody)” [4:12].
- Provide student groups time to add American founding ideals to their chart paper.
- Invite groups to share out the ideals they added.
[Slide 15] Lead a whole-class discussion.
- Ask: How can examining the founding documents of the United States help us understand the way that the U.S. collective identity developed?
- Possible response: The U.S. founding documents help us understand the views and beliefs of the people who helped form the United States. By understanding their views and beliefs toward government, rights, and society, we can better understand how the U.S. identity today came to exist. In other words, we can learn more about why the collective U.S. identity feels exclusionary to some by understanding who was included and excluded at the time of the country’s formation.
- Ask: What language stood out to you from these documents that helps explain the values and beliefs of the people who founded the United States?
- Possible response: Responses will vary. Students can name any language that stood out but should be encouraged to think about what it tells us about the views and beliefs of the people who created the founding documents. If time allows, encourage them to unpack the distrust of government and division in ways of thinking that existed throughout the writing of the U.S. Constitution. How do we still see this today?
| Step 2: Discuss the contradictions in the founding ideals | (20 min) |
Purpose: Students watch a video that unpacks how the founding ideals of the United States exclude Indigenous voices and how they have excluded groups of people since their creation.
You might say: We have spent some time in this unit thinking about how to build a society that values and celebrates the things that make all of us different. We also just spent some time learning about the founding documents of this country. These same documents and ideals have set up a nation that protects some while excluding others. We’re going to learn more about this by hearing from an Indigenous speaker about the contradictions between the founding ideals and the ways some groups of people have been treated throughout U.S. history.
- [Slide 16] Play the video “‘We the People’—The Three Most Misunderstood Words in U.S. History” [17:44].
- Distribute the “We the People” Analysis handout.
- As they watch, invite students to answer the guiding questions on their handouts.
- Use the “We the People” Analysis Teacher Key to support student analysis.
- Invite students to share out their answers to the reflection questions at the end of their handouts.
| Step 3: Explore an immigration perspective | (20 min) |
Purpose: Students read an essay written by a high school student expressing how the immigration experience today does not match the ideals detailed in the Declaration of Independence, U.S. Constitution, and Bill of Rights. They discuss the changes we might make in society to make it a more welcoming place for all.
You might say: We are going to read one more perspective about the U.S. founding ideals and the extent to which they truly exist for all groups of people today. We will be reading an essay by a student exploring these ideas through the issue of immigration. Then, we will connect our thinking to our past discussions about creating a more inclusive U.S. society and discuss how we might create a country that protects and respects all of its members.
[Slide 17] Provide instructions for text analysis.
- Distribute the “American Identity” Analysis handout and read the directions with students.
- See the Teacher Preparation section note about adding the essay text into the handout before printing.
- Invite students to work with a partner or small group to read the excerpt and complete the handout.
- Ask students to share some of the examples they discussed in pairs or groups with the whole class.
- Use the “American Identity” Analysis Teacher Key to support the class share-out.
[Slide 18] Lead a whole-class discussion.
- Ask: Who is included in the founding American ideals?
- Ask: How can expanding our perception of American identity create a more just society?
[Slide 19] Reflect on the discussion.
- Invite students to self-reflect after the discussion using the following sentence starters:
- One specific thing I did well while practicing this skill is…
- One specific thing the class did well while practicing this skill is…
- One specific thing we could work on when it comes to this skill is…
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.2: The American Dream
Teacher Guide
Lesson 2.2: The American Dream
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:Who is included in the founding American ideals?
Learning Targets I can:
Purpose In this lesson, you will explore and discuss the idea of the American dream. Then, you will unpack the definition of capitalism and discuss the extent to which you believe it shapes the collective U.S. identity. Then, you will learn about how capitalism shaped a race-based hierarchy in the United States from the moment the nation was created. Finally, you will discuss how capitalism has shaped the way some people are treated in U.S. society. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 80 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time & place as well as broader historical contexts. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students unpack the definition of capitalism and discuss the extent to which they believe it shapes the collective U.S. identity. Then, students learn about how capitalism shaped a race-based hierarchy in the United States from the moment the nation was created. Finally, students discuss how capitalism has shaped the way some people are treated in U.S. society. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Unpack the American dream | (25 min) |
Purpose: Students read a poem by Langston Hughes and consider his message about the American dream. Then, they discuss their own views on the idea of the American dream. They read a quote from Howard Zinn and begin to explore the relationship between the American dream and capitalism. They will connect their thinking to capitalism further in Step 3.
You might say: We have been exploring the U.S. ideals that have been set up through the U.S. founding documents. We have started thinking about the extent to which all groups of people are included in those ideals. Now, we will continue this thinking by reflecting on our understanding of the American dream. Many people in the United States believe in the promise of the American dream. They believe that through hard work, anyone can have it all in the United States. But is that really true? We’re going to start this thinking through an exploration of a poem by Langston Hughes.
[Slide 2] Define the American dream.
- American dream: the ideal that the United States is a land of opportunity that allows the possibility of upward mobility, freedom, and equality for people of all class levels who work hard and have the will to succeed
[Slide 3] Provide instructions for the poem analysis.
- Distribute the “Let America Be America Again” Analysis handout and read the instructions with students.
- Invite students to work with a partner to read the poem excerpt and answer the guiding questions.
- Then, lead a discussion as a whole class.
[Slide 4] Lead a discussion about the American dream.
- Invite students to work with their partners to discuss the following questions:
- What are your views on and beliefs about the American dream?
- Do you believe in the American dream? Why/why not?
[Slide 5] Read the Howard Zinn quote.
- Display the quote.
- Ask: What is Zinn saying about hard work and the American dream?
- Possible response: Zinn is saying that the American dream is a myth and those who work hardest in our society often also make the smallest amount of money.
| Step 2: Define capitalism | (25 min) |
Purpose: Students define capitalism and discuss their views on how capitalism has shaped U.S. society. Then, they watch a video about capitalism and the American dream and discuss how the ideals of capitalism can lead to division in society.
You might say: The idea of the American dream is largely rooted in another U.S. ideal that we are going to unpack now: capitalism. Capitalism is at the root of the idea that through hard work you can achieve anything in the United States. Yet capitalism is also the reason that so many Americans don’t have access to the American dream. Capitalism is an ideal that has shaped the collective identity of the United States. Let’s learn more about it now.
[Slide 6] Play the video “What Is Capitalism?” [2:55].
- Distribute American Capitalism Reflection handout.
- Direct students to Part 1 and read the directions with students.
- Ask students to take notes on the definition of capitalism in the space provided as they watch the video.
[Slide 7] Provide a definition of capitalism.
- capitalism: an economic system in which a country’s trade and industry are controlled by private companies for profit
- When the U.S. colonies were under British rule, England’s government had a lot of control over the trade and industry of the colonies, so we can see why the United States would value private ownership once it became independent from England.
- Invite students to capture this definition in Part 1 of their American Capitalism Reflection handout.
[Slide 8] Lead a whole-class discussion.
- Ask: Do you believe that the ideas set out by capitalism (private ownership, profit, growth above all else, wealth) have heavily impacted the social hierarchy and collective identity of the United States? If so, how?
- Possible response: We talked previously about how wealth is an important part of social hierarchy in the United States. As far as the collective identity, I think the United States sees itself as a rich country where everyone is supposed to have a chance to make it big, and if you don’t it’s your own fault for not working hard enough.
- Ask: How would you define the American dream, and how is it related to capitalism?
- Possible response: I feel like it’s a trick to get the people who have to work the hardest at the worst job to just keep doing it without complaining, because maybe they have a chance to make it big one day.
[Slide 9] Play the video “Why the American Dream Is a Myth” [4:44].
- Direct students to Part 2 of their American Capitalism Reflection handout.
- Invite students to answer the guiding questions as they watch the video.
- Invite students to share the responses to their video-guiding questions.
[Slide 10] Lead a whole-class discussion.
- Ask: How does capitalism create financial inequality in our society?
- Possible response: It concentrates wealth at the top, so the richest people, who are very few, are super rich, and it leaves huge numbers of people in poverty.
- Ask: How is the American identity shaped by capitalism?
- Possible response: The American dream is based in capitalism—It’s the idea that anyone can make enough money to have the things they want to buy.
| Step 3: Explore the history of U.S. capitalism | (30 min) |
Purpose: Students explore three sources that explain how enslavement was the first big business in the United States. Then, they discuss how capitalism played a role in creating a race-based hierarchy that still impacts the collective identity of the United States.
You might say: One of the reasons that we are exploring capitalism and how capitalism has shaped the identity of the country is that capitalism has led to some real harm towards groups of people in the United States. When we think about how we want to create a national identity that represents all groups of people in society, we need to examine how those groups of people have been harmed by U.S.’s views and beliefs around profit. One of the biggest privately owned, for-profit businesses in U.S. history is enslavement. Enslavement in U.S. territory existed before the United States formally existed, and it has shaped the social hierarchy and collective identity of the United States.
[Slide 11] Provide instructions for a source exploration.
- Direct students to Part 3 of their American Capitalism Reflection handout.
- Read the directions with students.
- Invite students to work in small groups to read through the sources and respond to the guiding questions.
- Use the American Capitalism Reflection Teacher Key to support the class share-out.
[Slide 12] Lead whole-class discussion.
- Ask: The Declaration of Independence uses the words “all men are created equal” and “certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.” How does the history of capitalism complicate those words? How does capitalism limit who is considered equal and who gets to exercise these rights?
- Possible response: People were considered inherently unequal from the start with enslavement, and those words were never meant to include people of color, women, or people with low incomes.
- Ask: Do you believe that we can live in a capitalist society that does not harm others? What would it take for us to do that?
- Possible response: I feel like a mostly capitalist system is always going to take advantage of most people and keep them low on the social hierarchy. Capitalism is a hierarchy. We would need to redistribute wealth and put structures in place to keep it more even.
[Slide 13] Revisit the Langston Hughes poem.
- Display excerpt from the end of the poem that students read earlier.
- Ask: What does Hughes ask of the people, at the end of the poem?
- Possible response: We need to come together as a society and build the United States that should be.
- Ask: How does this poem relate to the conversations we have been having so far in this unit?
- Possible response: We’ve discussed who is included in American ideals and American collective identity and who isn’t. Hughes’s poem talks directly about how he feels he isn’t included.
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.3: A Vision Forward
Teacher Guide
Lesson 2.3: A Vision Forward
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:Who is included in the founding American ideals?
Learning Targets I can:
Purpose In this lesson, you will participate in a fishbowl discussion about how the United States can be more inclusive through its collective identity. In this discussion, you will also reflect on the founding ideals of the United States and how these ideals shaped the society we live in today. Then, you will create a found poem that uses the text of one or more of the U.S. founding documents to craft a message about how we can create a more inclusive and just society. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 90 minutes |
| Standards | |
| D2.His.16.9-12: Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students will participate in a fishbowl discussion about how the United States can be more inclusive through its collective identity. In this discussion, they will also reflect on the founding ideals of the United States and how these ideals shaped the society we live in today. Then, students will create a found poem that uses the text of one of the U.S. founding documents to craft a message about how we can create a more inclusive and just society. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Prepare for a fishbowl discussion | (20 min) |
Purpose: Students prepare for their fishbowl discussion. They use their handouts from the unit so far to prepare answers for the fishbowl discussion in Step 2.
You might say: So far in this module we have explored the founding ideals that have shaped the U.S. identity, as well as the many identities that make up American society. One of our goals for this unit is to spend some time thinking about how we might reimagine American identity so that it is more inclusive of all of the people that live in the United States. We’re going to spend this class focusing on our vision for the future by having a discussion and creating art. Let’s start by preparing for the discussion.
[Slide 2] Help students prepare for the discussion.
- Distribute the Fishbowl Discussion handout, direct students to Part 1 of the handout, and review the directions with students.
- Ask students to use their handouts from the unit as they respond to these questions so that they are pulling evidence and examples into their discussion.
- Provide guidance on how much time students will have to complete this step.
| Step 2: Participate in a fishbowl discussion | (40 min) |
Purpose: Students participate in a discussion about how the founding ideals of the United States shaped and influenced the U.S. collective identity today and how we might reimagine that collective identity in the future.
You might say: We will participate in a discussion structure that asks us to practice our listening skills as much as we practice our discourse skills. Earlier in this unit we participated in an activity that asked us to listen and ask questions to understand the views and beliefs held by our peers. As people share today, let’s try to do the same. In this way, our thoughts can be more collective, and we can make sure that everyone has the space to share their opinions.
[Slide 3] Explain to students how the fishbowl works.
- Break up the students into two circles, inner and outer.
- Assign each circle their question.
- Explain that the inner circle will have time to discuss while the outer circle takes notes. Then the two groups will trade seats (the group from the inner circle discussion becomes outer circle observers and vice versa).
- Provide a focus for observer notes. Direct students to Part 2 of their Fishbowl Discussion handout to take notes during discussion.
- Write down 2 ideas you agree with.
- Write down 1 idea you would like to explore more.
[Slides 4–5] Launch the fishbowl.
- Edit these slides to include timing, based on how much time you have for this activity.
- [Slide 4] Invite the first discussion group to sit in the inner circle. Assign tasks to the students in the outer circle.
- Circle 1 question: Can the founding documents protect the rights of all groups of people living in U.S. society today? Do they need revision? Why/Why not?
- [Slide 5] Instruct students in the inner and outer circles to switch places. Assign tasks to the new outer circle.
- Circle 2 question: What does the United States need to do to have a truly inclusive national identity with multiple diverse identity groups? What views and beliefs need to shift in society to be able to do this?
- Conclude the fishbowl.
- Provide a few minutes for students to share final thoughts based on what their peers shared.
[Slide 6] Reflect on fishbowl discussion experience.
- Invite students to share out.
- One specific thing I did well while practicing this skill is…
- One specific thing the class did well while practicing this skill is…
- One specific thing we could work on when it comes to this skill is…
Teacher Tip: Fishbowl Discussion You can decide the order for the fishbowl discussions based on your students. Putting your more advanced students first can serve as an example for your struggling group. Putting your struggling students first can help avoid the potential intimidation of hearing the advanced students go first, and it can also give your advanced students an extra layer of discussion to build upon when it is their turn. Building heterogeneous groups will allow students to engage across ability levels.If you need more guidance, consider reviewing the following resource:
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| Step 3: Create a found poem | (30 min) |
Purpose: Students create a found poem that lays out a vision for the future of U.S. society.
[Slide 7] Watch the video “Found Poetry” [3:01].
- Ask: How might creating a found poem using the nonpoetic texts of the founding documents bring new meaning to those documents?
[Slide 8] Provide examples of found poetry.
- Use the following examples:
- Example 1: text blacked out
- Example 2: illustrated, circled text
- Example 3: text cut out
- See the teacher preparation note about adding examples to slide deck.
- Provide the following guidance:
- You can choose to manipulate the text in many different ways.
- You can black out portions of a text so that the new text takes on a new meaning.
- You can circle words and illustrate over the text to create a powerful message.
- You can cut out portions of more than one text and paste them together to form an entirely new text.
- You can use text from one document or text from many different documents.
[Slide 9] Provide guidance on planning a found poem.
- Distribute Found Poem Planning handout and read the instructions with students.
- Distribute several copies of the key excerpts of the founding documents students looked at in Lesson 2.1 (Declaration of Independence, U.S. Constitution, Bill of Rights) so that students can decide which texts they want to use.
- You can also have students use any of the texts they used throughout the unit, such as poems and quotes. Just make sure to print new copies for them to manipulate.
- Check in with students as they make their poems.
- Make sure to add specific timing guidance on this slide so students know how much time they have for each part of their planning. Here are some suggestions:
- vision: 5 minutes
- theme: 5 minutes
- share with a partner: 5 minutes
- language: 10 minutes
- construct final poem using planning page and materials: 20 minutes
[Slide 10] Provide guidance on creating a found poem.
- If time permits, have students present their poems to a small group or with a partner.
- Then, decide if you want to showcase these poems in your class as a reminder of what you are working toward through your study in this course.
Teacher Tip: Found Poems When you are selecting materials for students to use in their Found Poems, feel free to get creative. You can pull any resource—text or image—that students have seen during the unit. You can also add documents, such as the Bill of Rights or preamble to the U.S. Constitution, that you did not read as a class but that might provide additional fodder for students as they build their poems.If students get stuck, encourage them to cut out any words they find interesting and play around with different arrangements until they find something that is compelling to them. You can also consider printing these resources in students’ native languages. |
Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of the check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work: If a student is unsure where or how to begin:
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Module 3 Overview: The Consent of the Governed
Module Overview
Module 3: “The Consent of the Governed”
A Vision for Unity
Unit Driving Question
How can expanding our perception of American identity create a more just society?
Module Driving Question
How can we create a more inclusive nation by upholding and protecting democratic ideals?
Module Overview
In this module, students apply their learning from the unit and create a collective quilt that tells a story about the future of the collective identity of the United States. They will create individual quilt squares that speak to their identity and their views on how we can create a more inclusive society.
In Lesson 3.1, students learn about the cultural significance of quilts by exploring quit symbols, patterns, and cultural connections. In Lesson 3.2, students workshop and complete quilt square drafts. Then, they work with a peer and give each other feedback, decide which feedback to apply, and create their final quilt squares. In Lesson 3.3, students present their quilt squares to their peers. Then, students reflect on the themes and ideas that make up the squares of their whole class. Finally, students add their squares to the larger quilt. At the end of this module, students reflect on the message created by their classroom quilt.
| Lesson 3.1: Plan Your Quilt Contribution (60 minutes) | |
Key Standards for Success Criteria D2.His.16.9-12D4.1.9-12D4.3.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students first learn about the cultural significance of quilts by exploring quilt symbols, patterns, and cultural connections. Then they focus discussion on the “Freedom Quilt Mural” in Atlanta, Georgia, and how a quilt can tell a story. Finally, they plan a quilt square as their contribution to a classroom collaborative quilt that collectively creates a message about a vision for the future of the United States. |
| Lesson 3.2: Create Your Quilt Contribution (80 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.3.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students complete their quilt square draft. They start by laying out their draft and ideas for their final quilt square. Then, they work with a peer and give each other feedback on the plans they have created for their final quilt square. Then, students decide what feedback to apply and finalize their quilt square. |
| Lesson 3.3: Build a Classroom Quilt (80 minutes) | |
Key Standards for Success Criteria D4.1.9-12D4.3.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students present their quilt squares to their class. They reflect on the similarities in the messages created by their class quilt squares. Then, they decide how they will arrange their quilt squares in the classroom. Finally, students reflect on the collective message created by the classroom quilt. |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.1: Plan Your Quilt Contribution
Teacher Guide
Lesson 3.1: Plan Your Quilt Contribution
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How can we create a more inclusive nation by upholding and protecting democratic ideals?
Learning Targets I can:
Purpose In this lesson, you will first learn about the cultural significance of quits by exploring quilt symbols, patterns, and cultural connections. Then you will focus discussion on the “Freedom Quilt Mural” in Atlanta, Georgia, and how a quilt can tell a story. Finally, you will plan a quilt square as your contribution to a classroom collaborative quilt that collectively creates a message about a vision for the future of the United States. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.16.9-12: Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.D4.3.9-12: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students first learn about the cultural significance of quilts by exploring quilt symbols, patterns, and cultural connections. Then they focus discussion the “Freedom Quilt Mural” in Atlanta, Georgia, and how a quilt can tell a story. Finally, they plan a quilt square as their contribution to a classroom collaborative quilt that collectively creates a message about a vision for the future of the United States. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about symbolism in quilts | (20 min) |
Purpose: In this step, students learn the cultural significance and some high-level history of quilting as well as quilting’s connection to the community. Students also explore some of the functional design elements of quilts, such as symbols and color use, to begin workshopping their quilt square design.
You might say: We have spent this unit thinking about the importance of celebrating the many different identities of people living in the United States. We have also spent time thinking about how we might shift the collective identity of the United States so that it is truly inclusive of all members of society. In these next few lessons, we will be taking these ideas and creating a classroom quilt that encompasses the many different identities in our classroom community and that collectively builds a vision for the future of the United States.
[Slide 2] Invite students to preview their project one-pager.
- Distribute the Unit 1 Quilt Final Product Checklist.
- Read the one-pager as a class.
- Provide deliverable dates for students, created based on the amount of time you have for this project as a class.
[Slide 3] Provide guidance for the Quilt Source Exploration activity.
- Distribute the Quilt Source Exploration handout.
- Read the directions with students.
- Invite students to work with a partner to complete this exploration through a jigsaw.
- Students work with a partner to explore five quilt examples.
- In pairs, they assign each other the roles of Student A and Student B.
- Then, they complete their assigned quilt explorations according to the handout.
- Then, they come together to share their findings with their partner.
- As their partner shares, students take notes on the quilt examples they did not explore.
- Finally, the students work with their partner to explore the “Freedom Quilt Mural” and respond to the guiding question.
- Then, have each partner group share out their responses to the class, working through all the quilts.
[Slide 4] Facilitate discussion.
- Ask: What is symbolism?
- Possible responses: representation, a way to be known, codes to communicate, emojis, pictures
- Ask: What makes symbols effective?
- Possible responses: easy to recognize, easy to spread, colors
- Ask: How can artists use symbolism to convey a larger message?
- Possible responses: Symbolism can get messages across without words. If a symbol is famous or popular enough it can also reference a larger story or movement and help the audience understand the larger message behind the piece.
[Slide 5] Display the “Freedom Quilt Mural” by David Fitcher (1998).
- Let students know that this is an example of what the final classroom quilt might look like—Each student will complete a square so that the quilt comes together into a cohesive piece.
- Ask: What symbolism do you see?
- Possible responses: squares, geometric patterns, symbols, pictures, color coordination, theme (nonviolent heroes)
- Ask: What is the message behind this quilt? How do you know?
- Possible response: Responses will vary, but students might talk about the message of this piece being about unity. You can see a hand sewing everything together and the events and symbols throughout the piece are very diverse. This can create a message about people, and their histories, coming together. Then, through the title we can add another layer by thinking about how celebrating everyone’s identity helps us create a free society.
| Step 2: Draft a plan for your quilt square | (40 min) |
Purpose: In this step, students learn about their quilt project, explore the project rubric, and draft their quilt squares.
You might say: Now that we have learned a little more about how quilts can create messages through symbolism, it’s time to plan your quilt square. The idea is for each of us to create a quilt square and then we will figure out how to position all the squares so that they create a collective message about U.S. identity.
[Slide 6] (Optional) Create a plan for a class message or theme.
- Define cohesion:
- cohesion: forming a united whole
- Talking points:
- Many of the examples of quilts you examined contain a common message or follow a common theme.
- For example, the “Freedom Quilt Mural” that you just looked at contains both unique individual squares and elements that spread across multiple squares to create larger images once the quilt was assembled.
- The Underground Railroad quilts contain the same recognizable symbols.
- Ask: What are other ways our classroom quilt squares could connect to form a cohesive whole?
- Possible responses: common colors, geometric patterns, similar elements, one overall message we agree on with different submessages in the individual squares
- Invite students to turn and talk with their partner or table group.
- Ask: What should we agree on as a class to make our classroom quilt cohesive?
- Possible responses: We should decide on the order of the squares in advance, and the people creating squares in the same area should agree on an image that each square will include a portion of. We should all use the same color palette. We should use a symbol for our class that is incorporated in every square. We should send a message about doing away with social hierarchies, and everyone should come up with an image or words to include in their square that expresses this.
- Invite students to share out to the whole class. Make a list of their suggestions.
- Have the class vote on the ideas shared.
- Record the selected idea(s) on the board. If you need to decide anything else based on the selected ideas (ex: the order of the squares, what colors will be used), do this now and add the conclusions to the board.
[Slide 7] Introduce the Quilt Square Project Rubric.
- Distribute the Quilt Square Project Rubric.
- Invite students to work with a partner to read through the rubric and write down one thought and one question.
- Invite students to ask clarifying questions about the criteria.
- If needed, add further detail to the rubric as a class.
[Slide 8] Give instructions and provide support.
- Distribute the Quilt Square Draft handout.
- Read the instructions of all parts with students.
- Then, use the slide deck to provide guidance on how much time students will have to work on each part.
- Provide time checks for students so they know where they should be at each stage of the work time provided.
- (Optional) If you decided on class-wide elements for your quilt (Slide 6), instruct students to record them on their handouts. You will need to add a box to the handout for this or have students note the decisions down in an existing space. For example, if the class chooses a symbol to include in each square, they can add this to the third question (“How will I design my quilt square to highlight these elements and message?”) or directly to their sketch in Part 2. If students need to meet with others to plan cohesive elements for their region of the quilt, they can also use this time to do so.
- Use this time to conference with students who need more support with brainstorming.
Teacher Tip: Decide a Medium for the Quilt The following lessons guide students to work on their quilt in a physical form. This means they will be creating their quilt squares using materials such as markers and cardstock. When making their quilt square drafts, students should draw any symbols they plan to include. But if you feel like it would be helpful, consider printing some symbols for students to cut out and use in their final quilt squares. You can find open-source images of symbols on iStock. You can also consider having students work on a digital version of their quilt square using Canva for Education. However, you would have to print these before Lesson 3.3 so students can still physically assemble their classroom quilt. |
Teacher Tip: Conferencing With Students When you conference with students, assess whether a student is disengaged or simply doesn’t know where to start. Assess how they are doing in terms of completing the task, and where they need support. Use the following guidance to help students move forward in their work. If a student is not sure where to begin, ask some prompting questions to help them generate ideas:
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Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.2: Create Your Quilt Contribution
Teacher Guide
Lesson 3.2: Create Your Quilt Contribution
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How can we create a more inclusive nation by upholding and protecting democratic ideals?
Learning Targets I can:
Purpose In this lesson, you will complete your quilt square draft. You will start by laying out your draft and ideas for your final quilt square. Then you will work with a peer and give each other feedback on the plans you have created for your final quilt square. Then, you will decide what feedback to apply and finalize your quilt square. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 80 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.D4.3.9-12: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students complete their quilt square draft. They start by laying out their draft and ideas for their final quilt square. Then, they work with a peer and give each other feedback on the plans they have created for their final quilt square. Then, students decide what feedback to apply and finalize their quilt square. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Lay out your quilt draft | (20 min) |
Purpose: In this step, students lay the pieces, sketch the symbols, and arrange the layout of their square to receive feedback (Step 2) before gluing, coloring, and finalizing their work.
You might say: Today’s time will focus on refining and completing your quilt square. You will have some time to put together a layout of your plan for your quilt square. You can showcase your draft plan and your sketches and make a list of other ideas you have, such as the colors and materials you will use.
[Slide 2] Provide guidance for student work time.
- Instruct students on the time they have for this step.
- Use and edit this slide to provide guidance for work time.
- Consider reminding students of what they will have to reference in their final presentation:
- what (message of the square)
- how (symbols and colors used to express the message)
- why (importance of the message)
Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work. If a student is behind schedule:
|
| Step 2: Workshop your quilt square | (20 min) |
Purpose: Students work with a different peer to get feedback on their quilt square layout.
You might say: Now that you have a layout of the plan for your quilt square, you will be pairing up with someone else to give each other feedback on this plan. Make sure that you give your peers meaningful feedback because we will be creating a classroom quilt with everyone’s contribution.
[Slide 3] Provide instructions for the peer review workshop.
- Distribute the Quilt Square Workshop handout.
- Read the directions with students and provide guidance on who will be working together.
- Edit this slide with information on how much time each student has to present their draft and receive feedback before switching.
- Make sure to remind students to share all parts of their draft, including the draft of their artist message (found on the last part of the Quilt Square Draft handout from Lesson 3.1).
- (Optional) If you chose to develop a plan for class quilt cohesion in Lesson 3.1, remind students to check for adherence to this plan in their partner’s draft.
- Inform students that each person must fill out a peer review for their partner, and that this peer review page is Part 1 of their partner’s Quilt Square Workshop handout.
- Tell students when it’s time to switch roles. Students should have time to explain their drafts, take notes, and share initial feedback, then switch roles and repeat the process.
- After both students have shared and received feedback, instruct students to give back their partner’s handout containing the feedback form they completed for their partner.
Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work. If students finish feedback early:
|
| Step 3: Apply feedback to your final quilt square | (40 min) |
Purpose: In this step, students reflect on the feedback received from their peers and incorporate that feedback into their final project.
[Slide 4] Facilitate a reflection and prioritization of peer feedback.
- Invite students to reflect on their own using Part 2 of their Quilt Square Workshop handout.
- Invite students to read through the feedback they received on Part 1 of the handout and decide what parts of that feedback to apply to their final project.
[Slide 5] Provide guidance for the quilt square worktime cycle.
- Provide students with information about how much time they have to finalize their square and presentation.
- Distribute the Quilt Square Artist Statement handout. Invite students to use this handout to write their final 250-word artist statements. You can also invite students to write their statements using other materials, such as stationery or cardstock, if you have provided that.
- Remind students of the presentation criteria:
- what (message of the square)
- how (symbols and colors used to express the message)
- why (importance of the message)
Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work. If students need support with feedback review:
|
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.3: Build a Classroom Quilt
Teacher Guide
Lesson 3.3: Build a Classroom Quilt
A Vision for Unity
Unit Driving Question:How can expanding our perception of American identity create a more just society?
Module Driving Question:How can we create a more inclusive nation by upholding and protecting democratic ideals?
Learning Targets I can:
Purpose In this lesson, you will present your quilt square to your class. You will reflect on the similarities in the messages created by your class quilt squares. Then, you will decide how you will arrange your quilt squares in your classroom. Finally, you will reflect on the collective message created by your classroom quilt. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.D4.3.9-12: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
|
| Lesson Overview |
| In this lesson, students present their quilt squares to their class. They reflect on the similarities in the messages created by their class quilt squares. Then, they decide how they will arrange their quilt squares in the classroom. Finally, students reflect on the collective message created by the classroom quilt. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Present your quilt squares | (30 min) |
Purpose: In this step, students present their quilt squares to their class.
You might say: In this unit, we’ve explored identity from the personal and individual level up to the national level, and many of the intersections throughout. We’ve reflected on how this country’s identity was formed in its early years and how the American identity should shift to be more inclusive. Today, you’ll use your quilt square to share your vision for American society in the future.
[Slide 2] Present quilt squares.
- Distribute Quilt Square Presentation Reflection handout.
- Provide students guidance on presentation times.
- Remind students to share the following in their presentations:
- what (message of the square)
- how (symbols and colors used to express the message)
- why (importance of the message)
- Allow time for students to prepare their presentation talking points independently or with a peer.
Teacher Tip: Student Presentations Predetermine the time for and manner of presentations. Consider students presenting in small groups and sharing themes at the end, or each individual student presenting to the whole group and collectively discussing themes at the end. Consider using chart paper to track the themes for discussion after presentations if using the whole-class method. |
| Step 2: Reflect on collective themes of quilt squares | (10 min) |
Purpose: In this step, students find commonalities and themes among the quilt squares shared by their peers.
You might say: Each of your squares represents you. Whether they show an ideal that is important to you or express an identity group you’re a part of or passionate about, the diversity of your squares reflects the diversity of the United States. Much like our national diversity, the messages we’ve chosen to share in these squares have common themes and ideals. Let’s reflect on and name some of those now.
[Slide 3] Lead a paired discussion.
- Direct students to their Quilt Square Presentation Reflection handouts.
- Give students some time to discuss with their partner.
- Ask: How should we assemble and display our squares for our collective classroom quilt?
- Possible answers: Answers will vary. Students may suggest assembling by theme, color scheme, identity, or meaning.
Teacher Tip: Planning for Quilt Cohesion If your students planned for a cohesive quilt in Lesson 3.1, you can adapt this step based on their decision. They may still need to decide how to arrange the squares; if this has already been decided, they can discuss themes they see emerging from the individual components of everyone’s quilt squares without discussing placement. You might also have them discuss whether they want to reconsider their planned arrangement now that they see all of the completed squares. |
| Step 3: Assemble your classroom quilt | (20 min) |
Purpose: In this step, students decide how they will set up their classroom quilt. Then, they discuss the message created by their classroom quilt.
You might say: As we close this unit, we come away with a deeper understanding of how individual identities influence collective identities and culture, and how large systemic identities have the power to diminish some identities and highlight others. We go into the year with the knowledge of intersectionality, and how, as this collaborative quilt illustrates, no one identity is completely disconnected in a diverse ecosystem. For generations, quilts have told stories across cultures. For this year, this quilt will tell our vision of the America we want to be.
[Slide 4] Assemble classroom quilt.
- Skip this step if students already planned the arrangement of their squares.
- Ask:
- What squares should we group because they tell a similar story about identity?
- How should we arrange these squares so that they tell a story about our vision for a more inclusive society?
- Which quilt squares look good together in terms of symbols or color scheme?
[Slide 5] Lead a whole-class discussion.
- Ask:
- What message does our quilt send about the U.S. identity?
- How can expanding our perception of American identity create a more just society?
Teacher Tip: Assembling the Quilt Decide beforehand how you want the whole-class quilt to come together. You may consider taping each square together, allowing students to vote on the theme, or grouping the different squares. Consider laminating the squares for long-term display in the classroom or school hallway/bulletin board. |
Teacher Tip: Timeline Extension Pack You will find a timeline extension pack at the end of this lesson. Read through this teacher-facing document for more guidance on creating a classroom timeline to support student chronological reasoning when learning history thematically. You will find a timeline extension pack at the end of each unit. |
Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.
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Voices From War Voice For Justice
Overview
Students build contextual understanding of the post-World War II events that launched the United States as an international power by considering the question: Should the United States intervene in foreign affairs? Students assess how public opinion about war has shifted since those key moments in American history. Then, students investigate case studies of U.S. intervention in Korea, Vietnam, and Afghanistan to understand how war affects different groups of people, particularly the people living in places where these conflicts occur. Students participate in a structured academic controversy to build on their primary and secondary source analysis skills and draw well-supported conclusions on the topic of U.S. foreign intervention. Finally students create video essays in which they take a position on U.S. intervention and speak to younger audiences about what they've learned about the issue.
Educator Welcome
Dear Educator,
We understand the joy every teacher experiences when they discover what lights up a student.And that breakthrough can make way for a powerful shift in motivating engagement in studentlearning. We’re thrilled to partner with you in bringing project-based learning to yourclassroom, and we think you’ll love these lessons—created in collaboration with educators, learning scientists, and experts in the field. Whether this is your first voyage into project-based learning or you’re a seasoned pro, we’re sure you’ll agree it’s an approach that sparks interest, ignites possibility, fuels a love for learningin students, and brings wonder to the classroom. As you join your students on this learning journey, we’d love to hear from you. We want to share in your successes, experience your students’ curiosity, celebrate their projects, hear what we can do better, answer any questions you have—and of course, support you each step of the way. Thank you for taking us along on this adventure.
Onward!
Your Friends at Educurious
Acknowledgements
Unit Credits & Acknowledgments
Voices From War, Voices for Justice
Unit Credits & Acknowledgments
Educurious would like to express sincere gratitude to our partners for contributing their expertise, insights, and energy. Their collaboration was instrumental in the co-design of this project-based learning unit.
Design Teachers and Schools:
- Diya Bailey
- Brad Clay
- Amanda Creasia
- Delaney Hanon
- Nathaniel Okamoto
- Christine Pyle
- Heather Wren
A special thank you Amanda Christensen for her leadership and support throughout this project.
The Educurious Team:
Unit Development Team:
- Writers: Valeria Gamarra, Chris Carter
- Educurious Reviewer: Chris Carter
- Editors: Clare Lilliston, Rachel Parish
Production Team:
- Erik Robinson, Angela Rosenberg
Project Manager:
- Chris Carter
Educurious Leadership:
- Jane Chadsey, CEO
Unit Poster Image Credits:
- Poster created by Carlos Suarez-Murias
License & Attribution
Except where otherwise noted, Voices From War, Voices for Justice by Educurious is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to share this material (by copying and redistributing it in any medium or format) and adapt it (by remixing, transforming, or building upon it). However, you must give appropriate credit, provide a link to the license, and indicate whether changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your adaptation. You may not use this material, or any adaptation of it, for commercial purposes. Please take care that adaptations do not introduce cultural bias.
All logos and trademarks are the property of their respective owners. All art, illustrations, and photos in this work are used with permission and are not included in the open license. This resource contains links to websites operated by third parties. These links are provided for your convenience only, and do not constitute or imply any endorsement or monitoring by Educurious. Please confirm the license status of any third-party resources and ensure that you understand their terms before use.
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Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Unit At A Glance & Teacher's Edition Download
Module 1 Overview: Motivations and Power
Module Overview
Module 1: Motivations and Power
Voices From War, Voices for Justice
Unit Driving Question
Should the United States intervene in foreign affairs?
Module Driving Question
What values, beliefs, and events have influenced U.S. interventions abroad?
Module Overview
In this module, students learn that U.S. involvement in international conflicts has ebbed and flowed since the United States established itself as an independent nation in the 18th century. At times, the United States has remained neutral in conflicts abroad. In other instances, it has used military and economic strategies to intervene in foreign affairs. After World War II, U.S. foreign policy shifted; the United States became an international power that was viewed as an arbiter of democracy abroad. As the views and beliefs of people in the United States shift, so do the foreign policy decisions that the U.S. government takes. Students, now and in the future, can inform U.S. foreign policy decisions through their advocacy and informed actions.
In Lesson 1.1, students explore the relationship between power, morality, and foreign policy by applying their own views to evaluate a foreign policy scenario rooted in a real historical event. In Lesson 1.2, students learn about the role that World War II played in the United States’s rise as an international power. Then, they learn how the war’s aftermath shaped the views and beliefs Americans hold about the role of the United States in the world. In Lesson 1.3, students learn about the different modes of foreign intervention and participate in another foreign policy scenario to consider the impact of those modes of intervention. Then, they examine a series of foreign policy decisions the United States made during the Cold War and the results of those decisions. Finally, students compare these historical U.S. decisions to the ones they made with their classmates during the simulation.
| Lesson 1.1: Power and Morality (60 minutes) | |
Key Standards for Success Criteria D2.His.8.9-12CCSS.ELA-LITERACY.RH.11-12.9CCSS.ELA-LITERACY.SL.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this unit launch lesson, students participate in a simulation in which they work with others to come to a consensus on how to best respond to a conflict somewhere in the world. Then, they reflect on their experiences in the simulation to engage in a discussion on how our beliefs about power and morality influence our decisions. Finally, students learn about the content of this unit and the final product, a video essay. |
| Lesson 1.2: The Rise of U.S. Power in the World (60 minutes) | |
Key Standards for Success Criteria D2.His.1.9-12D2.His.5.9-12CCSS.ELA-LITERACY.RH.11-12.2 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students learn how the United States rose as a global power in the 1940s and 1950s. They analyze primary and secondary sources to gather key facts about post-World War II U.S. foreign policy and American values and beliefs. Finally, students use what they’ve learned to create visual notes on the rise of U.S. power. |
| Lesson 1.3: Modes of Intervention (85 minutes) | |
Key Standards for Success Criteria D2.His.8.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.WHST.11-12.1.B Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students learn about different modes of foreign intervention used by the United States in other countries. Then, they participate in a simulation in which they work with others to come to a consensus on what mode of foreign intervention they should use to respond to a conflict somewhere in the world. Then, students review a real-life intervention made by the United States and compare it to the decisions and predictions they made during the simulation. Next, they discuss the roles of morality and power in the interventions they learned about. Finally, they learn about the final product and meet in their teams to consider what they know and what they still need to learn to create their products. |
| Module Assessments |
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| Vocabulary |
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Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.1: Power and Morality
Teacher Guide
Lesson 1.1: Power and Morality
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad?
Learning Targets I can:
Purpose In this unit launch lesson, you will participate in a simulation in which you work with others to come to a consensus on how to best respond to a conflict somewhere in the world. Then, you will reflect on your experiences in the simulation to engage in a discussion on how our beliefs about power and morality influence our decisions. Finally, you will learn about the content of this unit and the final product, a video essay. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.8.9-12: Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. | |
| CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this unit launch lesson, students participate in a simulation in which they work with others to come to a consensus on how to best respond to a conflict somewhere in the world. Then, they reflect on their experiences in the simulation to engage in a discussion on how our beliefs about power and morality influence our decisions. Finally, students learn about the content of this unit and the final product, a video essay. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Reflect on your views on power, morality, and foreign policy | (10 min) |
Purpose: Students reflect on their own understanding of the concepts they will explore in this unit. Students hear from their peers and discuss the multiple perspectives that exist on the relationship between power and morality when the United States intervenes in an international conflict. They will revisit and build upon this initial discussion after participating in a foreign policy simulation.
You might say: When the U.S. government takes action abroad, those actions impact communities. But often, it is these same communities who ask for U.S. involvement in the first place. In other words, the history of U.S. foreign policy is complicated and layered. In this lesson, we are going to start thinking about whether the United States should intervene in foreign affairs.
[Slide 2] Facilitate Ignite Learning Freewrite:
- Distribute the Ignite Learning Freewrite handout and review the directions and questions with students.
- Provide students with time to write and reflect.
- Then, organize students into groups of 3–5 to share their ideas.
You might say: Now that you have reflected on some of the big ideas we’ll explore in this unit, we are going to share our thoughts and establish common definitions for three key terms: power, morality, and foreign policy. As other students share, add new ideas you hear to your Ignite Learning Freewrite handout.
[Slides 3–4] Discuss and define power:
- [Slide 3] Invite students to share their ideas in small groups. Record ideas in the class notes organizer.
- [Slide 4] Share the definition:
- power: the ability to influence the behavior of others or the course of events
- Optional deep dive question: Would you consider the United States, as a country, powerful? Why or why not?
[Slides 5–6] Discuss and define morality:
- [Slide 5] Invite students to share their ideas in small groups. Record ideas in the class notes organizer.
- [Slide 6] Share the definition:
- morality: the principles (views and beliefs) in a society that help distinguish between right and wrong.
- To act morally is to act in alignment with the values that a society has established as right. To act immorally is to act in alignment with the values that a society has established as wrong.
- Optional deep dive question: Do you believe people in power have a responsibility to make moral decisions? Why or why not?
[Slides 7–8] Discuss and define foreign policy:
- [Slide 7] Invite students to share their ideas in small groups. Record ideas in the class notes organizer.
- [Slide 8] Share the definition:
- foreign policy: a government’s strategy for dealing with other nations
- Optional deep dive question: What are some reasons that a country might get involved in the issues of another country?
You might say: A country’s foreign policy can change over time because a country’s strategies, motivations, and interests change over time. Given a nation’s foreign policy agenda, it might choose to intervene in another country’s conflicts or issues (in a variety of ways), or it might choose to not intervene. Whether or not a country like the United States chooses to become involved in foreign affairs is influenced by many factors, including political relationships, economic benefits, and public opinion. This means that U.S. involvement, and the reasons behind that involvement, often seem complicated. In this unit, we will work to understand those reasons.
Teacher Tip: Using Anchor Charts to Deepen Learning If time allows, consider creating anchor charts that display the words “power,” “morality,” and “foreign policy.” Use these anchor charts for any of the following:
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| Step 2: Participate in a foreign policy simulation | (30 min) |
Purpose: Students apply their thinking about power, morality, and foreign policy to an international conflict. In the same groups as Step 1, students work together to decide a nation’s best course of action to address an international conflict. Then, they unpack the historical events behind the scenario, the foreign policy decisions the United States made, and the impact of those decisions on people.
You might say: Now we will draw upon our values and beliefs to respond to an international conflict. In small groups, you will review a description of the scenario and use this information to decide which action your nation will take to address the conflict.
[Slide 9] Facilitate a foreign policy simulation:
- Distribute the Foreign Policy Simulation handout, review the directions with students, keep students in their groups from Step 1, and provide students time to work together to draft their foreign policy recommendation.
- After students are done working in groups, invite them to share out their responses.
- As students share out, write down possible foreign policy actions in the class notes organizer. If an action is mentioned more than once, put a checkmark next to it to so that the number of check marks indicates how many extra times it was mentioned.
- Afterward, circle the foreign policy action that was mentioned the most.
[Slides 10–20] Add historical context to help students understand the scenario.
You might say: The scenario you explored in groups was a real international conflict: World War II. World War II is the anchor event in this unit. By understanding the history of World War II, we can understand how the question of U.S. intervention abroad is not so black and white. We will also learn about how the views and beliefs of groups of people, in this case the American people, influence intervention abroad. Finally, World War II can help us understand how the United States rose to power and why it holds so much international power today. We will return to this time period multiple times throughout the unit. Now, let’s learn what U.S. intervention looked like in World War II and how people abroad were impacted by the decision to intervene.
- [Slide 10] In the early 1930s, Adolf Hitler rose to power in Germany. By the late 1930s, Nazi Germany was invading nearby countries and persecuting Jewish people in Germany (source).
- [Slide 11] In 1939, Germany invaded Poland. England and France, who strongly opposed Hitler’s increasing domination of Europe, declared war on Germany. This marked the beginning of World War II.
- [Slide 12] In 1941, Germany invaded the Soviet Union. This violated a 1939 pact struck between Hitler and Stalin (the leader of the Soviet Union) in which each nation would not try to influence the other’s territory. This prompted the Soviet Union to join forces with England and France.
- [Slide 13] The Battle of Stalingrad began with Germany’s invasion of the Soviet Union on July 17, 1942, and lasted 7 months. It was one of the bloodiest battles in human history, involving a siege of a major population center, direct attacks on civilians, and deliberate starvation of Soviet prisoners of war by the German military. Over the course of World War II, 27 million Soviets died, including 19 million civilians.
- [Slide 14] Japan was an ally of Nazi Germany. In December of 1941, Japan bombed Pearl Harbor, a large U.S. military base in the Pacific. As a result, the United States entered World War II.
- [Slide 15] During the war, Hitler orchestrated a mass genocide of Jewish people. Six million Jewish people and millions of others were killed. This genocide is known as the Holocaust (source 1, source 2).
- [Slide 16] In 1945, the United States and Allied powers liberated Europe from German occupation. Jewish people were freed from concentration camps.
- [Slide 17] Play the BuzzFeed video “A Holocaust Survivor Recalls the Day He Was Liberated” [3:29] in its entirety [3:29]. Ask:
- What human rights was the United States trying to restore through the liberation of Nazi concentration camps?
- Possible response: The United States was trying to restore the rights to life, liberty, and freedom that were taken away from the Jewish people imprisoned in Nazi concentration camps.
- [Slide 18] Between 1937 and 1945, the Japanese army killed approximately 20 million Chinese people, both military and civilians (source). In one event, known as the Nanjing Massacre, the Japanese army killed 100,000–300,000 Chinese people, most of them civilians and children (source).
- [Slide 19] Play a portion of the CGTN video “Lone Video Reveals Tragedy of Nanjing Massacre” [0:00–3:00]. Ask:
- How do these facts inform your views on U.S. intervention in World War II?
- [Slide 20] With the goal of ending the war, the United States dropped two atomic bombs (a new military weapon) on Japan in August of 1945. The bombs killed an estimated 140,000 people, most of them civilians (source). Japan surrendered a month later.
[Slide 21] Play the TODAY video “Hiroshima Bombing Remembered by an American Survivor” [4:49] in its entirety. Ask:
- How did the U.S. bombing of Japan strengthen and/or diminish the United States’s moral authority in the world?
- Possible response: The atomic bombing of Japan strengthened U.S. authority overall in the world because it demonstrated a powerful weapon that could be used against U.S. enemies. This made the United States a moral authority because it could use nuclear threat to sway other countries to make decisions that aligned with the U.S. foreign policy agenda. However, this also led many people and nations to distrust the United States and its agenda. It made some question whether the United States was fit to serve as a moral authority in the world.
Teacher Tip: Do No Harm and the Nanjing Massacre The “do no harm” principle asks us to consider the consequences of our actions as teachers. In terms of content, it asks us to consider how and why we present sensitive (and sometimes triggering) information to students so that we may do so with intention and care.When we consider the “do no harm” principle in this unit, we want be careful when showing images and videos of war to students. Some sources include or feature first-hand accounts of war. Regarding the Hiroshima bombing and the atrocities of the Holocaust, we have selected oral histories that center the people who lived through these events. However, the first-hand testimonies of the atrocities committed at Nanjing are too graphic to share with students. We want to make sure that students understand why we chose to feature a video from the point of view of an American witness to the massacre rather than Chinese survivors.When teaching students about these events, consider pausing and having students reflect on the consequences of war for the humanity of different groups of people. Invite them to consider the price that civilians pay for war. And if you find any age-appropriate accounts of these events, consider replacing the video on Slide 17 of the slide deck with these resources. |
| Step 3: Debrief your foreign policy decisions | (15 min) |
Purpose: Students debrief about the simulation by thinking about the motivations behind their decisions and the ways in which these decisions reflect greater societal beliefs about U.S. foreign policy.
You might say: A foreign policy decision that might help some can also harm many other people. Let’s reflect on our decisions using this historical context and what we’ve learned from survivors of the conflict.
[Slides 22–23] Introduce the “build on and/or challenge a partner’s idea” discussion skill.
- [Slide 22] Frame the skill.
- Strengthen collaboration skills
- Strengthen conversation skills—build on, connect to, logically challenge what your partner shared
- Provide examples.
- Talking points: In a discussion about whether video games are good for society, I say: “Video games make society smarter.”
- If someone says, “Reading makes society smarter,” they would not be building on my original idea. They would be piling on a new idea without diving more deeply into the original.
- If someone says, “What could be other points of view?” or “I read an article that talked about video games improving people’s pattern-recognition abilities,” they would be building on my idea.
- If someone says, “I don’t think video games make me smarter—They’re fun and a distraction, but the skills don’t translate outside of the games,” they would be challenging my idea.
- [Slide 23] Provide sentence frames.
- Talking points:
- As we discuss, I will have some sentence starters you can use to support building on or challenging each other’s ideas.
- Prompting skill:
- What do you think about the idea that . . .?
- Can you add to this idea?
- Do you agree?
- What might be other points of view?
- What are other ideas?
- How does that connect to the idea . . . ?
- I am not sure if this is relevant, but . . .
- How can we bring this back to the question of . . . ?
- Responding:
- (To build on)
- I would add that . . .
- I want to expand on your point about . . .
- I want to follow up on your idea . . .
- (To challenge)
- Then again, I think that . . .
- Another way to look at this could be . . .
- Yet I wonder also if . . .
- If________, then _________
- What struck me about what you said is . . .
[Slide 24] Facilitate a reflection on morality and U.S. intervention:
- Invite students to discuss in small groups, then share with the whole class. Ask:
- What is right and wrong when it comes to war?
- Do the survivor accounts support your group’s foreign policy decision or make you think differently about your decision?
- When do you think the United States should intervene in other countries in the future?
[Slide 25] Facilitate a reflection on power and U.S. intervention:
- Invite students to discuss in small groups, then share with the whole class. Ask:
- Do you think the United States could have ended World War II without using the atomic bomb? Why or why not?
- What can the use of the atomic bomb by the United States tell us about how power works in these situations? Who has power? Who doesn’t?
| Step 4: Learn about the unit | (5 min) |
Purpose: Students learn about the focus and content of the unit and the final product.
[Slide 26] Introduce the unit poster. Review the unit driving question, module driving questions, and final product.
[Slide 27] Organize students into video essay teams. Invite students to discuss the following questions with their team members:
- What is one question you have about this unit? It could be about the content or the final product.
- What is one thing you’re excited to learn?
Teacher Tip: Identify Team Norms You might have already worked with students on identifying norms that lead to a successful collaborative product or goal. If you have not invited students to set norms, you may want to set aside time in this lesson for students to reflect on the norms they can set in their teams to support successful collaboration. Some reflection questions for teams to consider are:
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Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.2: The Rise of U.S. Power in the World
Teacher Guide
Lesson 1.2: The Rise of U.S. Power in the World
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad?
Learning Targets I can:
Purpose In this lesson, you will learn how the United States rose as a global power in the 1940s and 1950s. You will analyze sources to gather key facts about post-World War II U.S. foreign policy and American values and beliefs. Finally, you will use what you’ve learned to create visual notes on the rise of U.S. power. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time & place as well as broader historical contexts.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. | |
| CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students learn how the United States rose as a global power in the 1940s and 1950s. They analyze primary and secondary sources to gather key facts about post-World War II U.S. foreign policy and American values and beliefs. Finally, students use what they’ve learned to create visual notes on the rise of U.S. power. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn what people are saying about U.S. involvement | (10 min) |
Purpose: Students review and discuss American public perception of U.S. involvement in the world.
You might say: In our last lesson, we considered the complexities of war. We began to think about the many layers that influence U.S. foreign intervention. We also began to explore the historical context of World War II. The series of events that unfolded before, during, and after World War II launched the United States into a position of international power. These events can also help us understand how the views and beliefs of U.S. civic agents can influence U.S. intervention abroad. Over time, Americans’ views on the United States’ involvement in the world have changed. Let’s learn about these changes and what motivates Americans to support U.S. involvement in the world.
[Slide 2] Play the Pew Research Center video “America’s Place in the World” in its entirety [1:55].
- Invite students to Think-Pair-Share. Ask:
- Why do some Americans support U.S. involvement in the world, while others do not?
- Possible response: Some Americans have war fatigue and believe the United States should focus on solving problems at home. Other Americans want the United States to be involved in the global economy. Seventy-seven percent of people who took the survey see more benefits than risks of being involved in the global marketplace.
- Invite students to share out their ideas with the class. Record ideas in a class notes organizer.
Teacher Tip: Extended Learning About World War II and U.S. Involvement If you would like to provide students with more context about U.S. involvement in World War II before they complete the jigsaw activity in Step 2 of this lesson, you can use the World War II Timeline of Events teacher resource. Transfer this timeline to the lesson’s slide deck and share it with students. If time allows, consider asking students to discuss the following questions:
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| Step 2: Analyze secondary sources for key facts | (20 min) |
Purpose: Students build context about the world after World War II and the factors that influenced the United States’s increase in global power by engaging in a jigsaw activity with secondary video sources.
You might say: There are many factors and events that led to the United States’s global leadership and influence. The events that unfolded during World War II catapulted the United States into the position that it still holds today. Many of the views and beliefs that we hold today about U.S. power can be traced to how Americans began to see themselves during World War II.
[Slide 3] Facilitate a jigsaw activity on the rise of U.S. power post-World War II:
- Organize students into their video essay teams.
- Distribute the World War II Jigsaw handout and review the directions with students.
- Explain to students that each member of their team will watch a different video. They are responsible for finding information in that video that helps explain how the United States’s power increased after World War II. They should also look for any clues that help them understand the views and beliefs of people living in the United States at the time.
- Provide teams time to assign videos to each team member, watch and analyze videos individually, and come back together as a team to share what they learned. As team members share, students should fill in the other sections of their handout.
- Then, invite students to share their findings with the class. Use the World War II Jigsaw Teacher Key to support student analysis.
| Step 3: Create visual notes | (30 min) |
Purpose: Students use their World War II Jigsaw handout to synthesize their learning through the creation of visual notes. Students can choose to use visual notes to create content for their final product (video essays).
You might say: As we continue to develop our understanding of U.S. foreign policy, we need to develop strategies to help us make sense of our learning. One way to creatively process our learning is to turn our ideas into visual notes that we can continue to reference throughout the unit.
[Slide 4] Introduce visual notes:
- Play the video by Claudine Delfin, “The Basics of Visual Note-Taking,” in its entirety [3:02].
- Ask: How can visual note-taking help us process and retain new information?
[Slides 5–6] Prepare students to create their visual notes on the rise of U.S. power in the world:
- [Slide 5] Provide students with examples of visual notes.
- [Slide 6] Explain to students that their visual notes should illustrate key ideas and relationships between the following concepts:
- World War II
- power
- morality
- foreign policy
- the G.I. Bill
- views and beliefs of people in the United States
- Invite students to share their visual notes at the end of class. Then, display the notes in your classroom so that students can reference them throughout the rest of the unit.
- Optional: You can build this into an art installation by including 2–4 more opportunities in the unit to add illustrations to your wall. You can also have students sketch their learning after every lesson on a sticky note and then add it to this wall.
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.3: Modes of Intervention
Teacher Guide
Lesson 1.3: Modes of Intervention
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad?
Learning Targets I can:
Purpose In this lesson, you will learn about different modes of foreign intervention used by the United States in other countries. Then, you will participate in a simulation in which you work with others to come to a consensus on what mode of foreign intervention you should use to respond to a conflict somewhere in the world. Then, you will review a real-life intervention made by the United States and compare it to the decisions and predictions you made during the simulation. Next, you will discuss the roles of morality and power in the interventions you learned about. Finally, you will learn about the final product and meet in your teams to consider what you know and what you still need to learn to create your product. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 85 minutes |
| Standards | |
| D2.His.8.9-12: Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. | |
| CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students learn about different modes of foreign intervention used by the United States in other countries. Then, they participate in a simulation in which they work with others to come to a consensus on what mode of foreign intervention they should use to respond to a conflict somewhere in the world. Then, students review a real-life intervention made by the United States and compare it to the decisions and predictions they made during the simulation. Next, they discuss the roles of morality and power in the interventions they learned about. Finally, they learn about the final product and meet in their teams to consider what they know and still need to learn to create their products. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Learn about different modes of foreign intervention | (15 min) |
Purpose: Students define key vocabulary related to foreign intervention.
You might say: In Lessons 1 and 2, we considered the roles of morality and power in making foreign policy decisions. We learned about World War II and the rise of the United States as a global power. There are many different ways that the United States intervenes abroad—Joining a war is only one of the ways the United States can get involved in what’s going on in other countries. We are going to define the different modes of foreign intervention in order to prepare for a simulation activity like the one you participated in in Lesson 1.
[Slides 2–3] Discuss and define war:
- Distribute the Modes of Intervention Vocabulary handout.
- [Slide 2] Share the definitions:
- war: an armed conflict between different nations or states or different groups within a nation or state
- proxy war: an armed conflict between nations, states, or groups prompted by a major power that provides support to one side in the conflict
- [Slide 3] Invite students to share examples of foreign intervention in the form of war. Record notes on the class notes organizer.
- Talking points:
- The War in Afghanistan lasted from October 7, 2001, to August 30, 2021.
- The war was part of the United States’s larger “war on terror.”
[Slides 4–5] Discuss and define humanitarian aid:
- [Slide 4] Share the definition:
- humanitarian aid: providing help to people in need, usually for a short period of time during an emergency
- Emergencies include natural disasters, war, and famine (lack of food).
- Aid might be given in the form of money, materials (such as food and temporary shelters), services (such as sending doctors to provide medical care or volunteers to help with cleanup and construction), or education.
- [Slide 5] Invite students to share examples of foreign intervention in the form of humanitarian aid. Record notes in the class notes organizer.
- Talking points:
- In 2010, a major earthquake hit Haiti, killing hundreds of thousands of people and displacing hundreds of thousands more.
- International aid organizations sent supplies and people to provide aid in the aftermath.
[Slides 6–7] Discuss and define economic sanctions:
- [Slide 6] Share the definitions:
- economic sanctions: withdrawing or otherwise negatively impacting trade with another country
- travel ban: preventing travel between countries
- embargo: ban on trade between countries
- tariff: tax imposed on certain imports or exports
- quota: a limit on the trade of a specific good
- [Slide 7] Invite students to share examples of foreign intervention in the form of economic sanctions. Record notes in the class notes organizer.
- Talking points:
- The United States has economic sanctions in place on China.
- These sanctions are meant to stop goods from entering the United States that were produced using forced labor, that might benefit people or companies that support enemies of the United States, or that might benefit people or companies involved in the trade of dangerous drugs or other materials.
[Slides 8–9] Discuss and define diplomacy:
- [Slide 8] Share the definitions:
- diplomacy: peaceful negotiations with other countries via representatives abroad
- United Nations: an international diplomatic organization with the goal of maintaining international peace and security, with representatives from 193 countries
- [Slide 9] Invite students to share examples of foreign intervention in the form of diplomacy. Record notes in the class notes organizer.
- Talking points:
- The United Nations is made up of delegates from 193 countries who come together to practice diplomacy.
- They discuss topics that affect the whole world and try to come up with policies that protect the well-being of all people.
[Slides 10–11] Discuss and define covert operation:
- [Slide 10] Share the definitions:
- covert operation: a secret operation involving undercover agents, allowing the country launching the operation to deny involvement; methods include propaganda, political action, economic action, paramilitary operations, and violent operations
- propaganda: the spread of information in support of origin country’s goals (for example, spreading pro-U.S. and anti-Putin information in Russia)
- political/economic action: providing funding/support to political groups, economic groups, and individuals whose beliefs/actions align with the origin country’s interests
- paramilitary operation: conducting raids or training and equipping an opposition group in the target country
- violent operation: sabotage, assassination, supporting a coup (armed takedown of a leader)
- [Slide 11] Invite students to share examples of foreign intervention in the form of a covert operation. Record notes in the class notes organizer.
- Talking points:
- The details of covert operations remain secret for decades after they happen unless someone steals and releases the information, so we don’t know what our country may be doing covertly in other countries right now.
- During the 2016 presidential election, Russia conducted a number of covert operations against the United States in an effort to influence the election in favor of Trump. They created thousands of fake American social media accounts to spread pro-Trump and anti-Clinton propaganda, wrote and spread articles containing false information, and hacked into the computer systems of the Democratic National Committee, the Democratic Congressional Campaign Committee, and Clinton campaign officials, releasing files and emails to the American public.
Teacher Tip: Using Anchor Charts to Deepen Learning If time allows, consider creating anchor charts that display the words power, morality, and foreign policy. Use these anchor charts for any of the following:
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Teacher Tip: Vocabulary This is a vocabulary-heavy lesson. For efficiency and to facilitate students’ ability to apply this vocabulary, there is a Modes of Intervention Vocabulary handout with words and definitions already included. The handout also includes spaces for students to add examples of each mode of intervention discussed by the class while they are learning the terms. Students will use the vocabulary in this lesson for the simulation, throughout Module 2, and in their video essay products in Module 3. |
| Step 2: Participate in a foreign intervention simulation | (30 min) |
Purpose: Students apply their understanding of modes of foreign intervention to an international conflict. In small groups, students work together to decide a nation’s best mode of intervention.
You might say: Now we will draw upon our values and beliefs to respond to an international conflict. In small groups, you will review a description of the scenario and use this information to make a decision about the mode(s) of intervention your nation will choose to address this conflict.
[Slide 12] Review capitalism and define communism and socialism.
- Define key terms:
- capitalism: an economic system in which a country’s trade and industry are controlled by private companies for profit
- socialism: an economic system in which a country’s trade and industry are controlled by the government
- communism: an economic/political system in which a society’s trade and industry are controlled by the people, with everyone contributing what they can and receiving what they need and no central government
- Talking points:
- Most countries have an economic system that is a mix of capitalist and socialist policies.
- For example, the United States is generally considered a capitalist country but has public schools, national parks, and other services provided by the government.
- There has never been a truly communist country in the world. Countries that have identified as communist have typically had totalitarian governments (dictatorships), and when people in the United States use the term “communism,” that’s generally what they are referring to.
- People often use the terms “socialism” and “communism” interchangeably, and consider support for one as support for the other.
[Slide 13] Play the Illustrate to Educate video “Communism Vs Socialism Vs Capitalism” [2:49].
- Play the video.
- Invite students to ask clarifying questions.
[Slide 14] Facilitate a foreign policy simulation:
- Organize students into student groups.
- Distribute the Foreign Intervention Simulation handout. Direct students’ attention to Part 1 of their handouts.
- Facilitate a read-aloud of the scenario. Instruct students to look for and mark evidence of key terms.
- Highlight when a vocabulary word is used directly.
- Underline text when a word is referenced, and write the word alongside the text.
- Invite students to share out the connections they made to the vocabulary words.
- Direct students’ attention to Part 2 of their handouts.
- Provide students time to work together in groups to draft their foreign intervention recommendation.
- After students are done working in groups, invite them to share out their responses.
- As students share out, track the modes of intervention suggested by the class in the class notes organizer. You can write out the different options and note which group suggested which mode(s) of intervention.
[Slides 15–20] Add historical context to help students understand the scenario.
You might say: The scenario you explored in groups reflects several events of a real international conflict: the Cold War. The Cold War was an ideological battle, a war of ideas, waged mainly by the United States and the Soviet Union, countries that had worked as allies during World War II.
- [Slide 15] The Cold War was a conflict between the United States and the Soviet Union (and their allies) that officially lasted from 1947 (2 years after World War II) to 1991, when the Soviet Union fell. A cold war is a war that involves no direct fighting between the major powers involved in the conflict. Instead, the Cold War was an ideological war (a war of ideas) between the different government and economic systems of the United States and the Soviet Union.
- [Slide 16] Even though the United States and the Soviet Union fought on the same side in World War II, they did so because they had a common enemy, not because they actually shared political views. The United States is a capitalist and democratic country. The Soviet Union identified as communist, though, like all communist-identifying countries, it didn’t actually fit the definition. Instead, it was a country with socialist economic policies and a totalitarian government that undercut most of those policies by making sure the people in power had the most resources.
- [Slide 17] The Cold War involved several competitions for technological and military superiority. This included the Space Race, in which the two powers battled to be the first in space (the Soviets launched the first satellite and sent the first human to space; the United States was the first on the moon). This also included the nuclear arms race, in which each power fought to have more, better, and more strategically positioned atomic weapons than the other.
- [Slide 18] The Cold War also involved many foreign interventions on the part of each power. Each wanted to have influence and control over more of the world than the other. To do this, they intervened to maintain that influence, enforce that influence, or prevent the other from gaining influence. These interventions came in a variety of forms.
- [Slide 19] During this period of time, many smaller countries with less global power were fighting for independence from countries with more power and influence. Many of these countries became battlefields of the Cold War, both literally and figuratively, as the United States and the Soviet Union sought to control the kind of country they would become.
- [Slide 20] Ask: What connections can you make between the historical context you just learned and the vocabulary words?
- Possible response: political and economic action—The context mentioned that the United States and Soviet Union tried to get countries gaining their independence to follow their political and economic systems.
| Step 3: Compare your foreign intervention decisions to historical events | (25 min) |
Purpose: Students unpack the historical events behind the scenario, the foreign policy decisions the United States made, and the impact of these decisions on people.
You might say: Over the course of the Cold War, both the United States and the Soviet Union tried to secure influence over other countries so that they would have more power than the other. This resulted in them making a number of interventions abroad, many of which began with a series of events similar to the ones described in your simulation scenario. We will look at some of these events and consider the real-life impact of U.S. interventions abroad during this time period. Then, we will compare the decisions made by policymakers to the ones you made during the simulation, as well as the predictions you made about the impact on people in the United States and people in the target country.
[Slide 21] Facilitate small-group learning and discussion.
- Distribute one foreign intervention decision from the Foreign Intervention Decisions handout to each group. You might choose to distribute these according to the mode(s) of intervention selected by each group, by ability level based on your assessment of the materials, or randomly.
- Distribute a Foreign Intervention Comparison handout to each student.
- Read the instructions on the slide.
- With your group, explore your foreign intervention decision.
- Discuss and respond to the questions on your handout:
- What mode(s) of intervention did the United States use?
- What actions did the United States take?
- What impact did those actions have on people in the United States?
- What impact did those actions have on people abroad?
- How did this historical decision and its impacts compare to the decision and predictions you made during the simulation?
- When students are done, sort them into new groups.
- Instruct students to discuss their responses in their new groups.
[Slide 22] Facilitate a whole-class discussion.
- Bring the whole class back together for a discussion. Ask:
- What is right and wrong when it comes to foreign intervention?
- What role does power play when a country chooses to intervene in the affairs of other countries?
- Do the real-life events support your group’s foreign intervention decision or make you think differently about your decision?
- When and how do you think the United States should intervene in other countries in the future?
| Step 4: Complete a Know & Need to Know chart | (15 min) |
Purpose: Students summarize their learning so far in the unit and consider what they still need to learn to complete a successful final product.
[Slide 23] Introduce students to the final product rubric.
- Distribute the Video Essay Rubric and review the criteria in the “Award-winning video essayist” column.
- Invite students to ask clarifying questions about the criteria. If needed, add further detail to the rubric.
[Slide 24] Support teams creating their Know & Need to Know charts.
You might say: In your video essay teams, work together to create a Know & Need to Know chart for this unit. What do you know about what we will be doing in this unit, based on our first module? What do you still need to know?
- Distribute the Know & Need to Know chart to student teams and review the directions.
- Provide teams time to work together, then invite teams to share with the class.
- Record what students know and what questions students have on a class Know & Need to Know chart.
Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart provides an opportunity for students to track how their thinking changes over time on a whole-class level. For project-based learning units, the chart helps leverage students’ ideas about the connections between the content they are learning and their product work. To learn more about Know & Need to Know charts in project-based learning, read about how to use students’ questions for planning and assessment at PBLWorks. |
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Module 2 Overview: Major Conflicts
Module Overview
Module 2: Major Conflicts
Voices From War, Voices for Justice
Unit Driving Question
Should the United States intervene in foreign affairs?
Module Driving Question
How do people experience international conflicts?
Module Overview
In this module, students investigate the causes, consequences, and injustices of major international conflicts in which the United States intervened from the 1950s through 2021. To understand the impact of these conflicts on people, students analyze photographs and oral histories for evidence of a wide range of experiences and perspectives. In Lesson 2.1, students learn about the Korean War through a set of photographs and the oral history of Hyunsook Lee, a Korean refugee. In Lesson 2.2, students learn about the Vietnam War through a set of photographs and the oral histories of Alex Fabros, Scott Shimabukuro, Mike Nakayama, and Lily Lee Adams. In Lesson 2.3, students learn about the War in Afghanistan through a set of photographs and the oral history of Muqaddesa Yourish. Throughout these lessons, students gather evidence of how people experienced these wars and reflect upon how these perspectives challenge or reinforce their own position on U.S. intervention in future international conflicts.
In Lesson 2.4, students evaluate sources that support and oppose future U.S. intervention abroad. They participate in a Structured Academic Controversy in which they use evidence from multiple sources provided throughout the unit to argue both sides of the issue of future U.S. intervention. Finally, they reflect upon their own views and beliefs about U.S. foreign policy using what they learned in Module 1. In Lesson 2.5, students use the evidence they have gathered to clearly outline their position on U.S. intervention. In Module 3, students will use their outline to storyboard, edit, and present their video essay on the issue of U.S. intervention in international conflicts.
| Lesson 2.1: Voices From the Korean War (60 minutes) | |
Key Standards for Success Criteria D2.His.4.9-12D2.His.5.9-12D3.1.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students learn about how people experienced World War II and the Korean War and begin to gather evidence and content for their video essays through a source-set analysis. They listen to people who experienced World War II as children and gather evidence about the repercussions of war in their lives. Then, they learn about the next major conflict the United States intervened in, the Korean War, and hear from a Korean refugee about her experience. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Lesson 2.2: Voices From the Vietnam War (55 minutes) | |
Key Standards for Success Criteria D2.His.4.9-12D2.His.5.9-12D3.1.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students gather evidence from photographs and oral histories on the impacts of the Vietnam War. First, they analyze and sequence sources to understand the timeline of major events in the war. Then, they hear firsthand accounts of Asian Americans who served in the U.S. military during the war to understand some of the injustices and discrimination people faced at home and abroad. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts |
| Lesson 2.3: Voices From the War in Afghanistan (55 minutes) | |
Key Standards for Success Criteria D2.His.4.9-12D2.His.5.9-12D3.1.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students gather evidence from photographs and oral histories on the impacts of the War in Afghanistan. First, they analyze and sequence sources to understand the timeline of major events in the war. Then, they hear an Afghan refugee describe her experience living and working in Afghanistan and fleeing the country due to the U.S. military withdrawal in 2021. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Lesson 2.4: Using U.S. Power (Structured Academic Controversy) (100 minutes) | |
Key Standards for Success Criteria D3.1.9-12CCSS.ELA-LITERACY.WHST.11-12.1CCSS.ELA-LITERACY.WHST.11-12.1.BCCSS.ELA-LITERACY.W.11-12.1 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students prepare for a Structured Academic Controversy discussion on whether the United States should continue to intervene in international conflicts. They analyze informational texts and data visualizations for evidence that supports or opposes the argument for more U.S. intervention in the world. Then, they use the information they have gathered over the course of Modules 1 and 2 to write evidence-based claims for and against U.S. intervention in international conflicts. Next, students use a SAC protocol to come to a consensus on the issue of U.S. intervention. Finally, they reflect on what they know and what questions they have about U.S. foreign policy and video essays, updating their Know & Need to Know charts from Lesson 1.3. |
| Lesson 2.5: Taking a Position on a Controversial Issue (60 minutes) | |
Key Standards for Success CriteriaD2.Civ.10.9-12D2.Civ.14.9-12D4.1.9-12CCSS.ELA-LITERACY.WHST.11-12.1.ACCSS.ELA-LITERACY.W.11-12.7Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students outline their position on the issue of future U.S. intervention in international conflicts. They first look at an example video essay to understand its different parts. Then, they draw on their beliefs and the evidence (text, photographs, oral histories, videos) that they’ve gathered to outline their position on future U.S. interventions. |
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Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.1: Voices From the Korean War
Teacher Guide
Lesson 2.1: Voices From the Korean War
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How do people experience international conflicts?
Learning Targets I can:
Purpose In this lesson, you will learn about how people experienced World War II and the Korean War and begin to gather evidence and content for your video essay through a source-set analysis. You will listen to people who experienced World War II as children and gather evidence about the repercussions of war in their lives. Then, you will learn about the next major conflict the United States intervened in, the Korean War, and hear from a Korean refugee about her experience. Finally, you will reflect on how these perspectives on past wars influence your position on U.S. intervention in future international conflicts. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.D3.His.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
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| Lesson Overview |
| In this lesson, students learn about how people experienced World War II and the Korean War and begin to gather evidence and content for their video essays through a source-set analysis. They listen to people who experienced World War II as children and gather evidence about the repercussions of war in their lives. Then, they learn about the next major conflict the United States intervened in, the Korean War, and hear from a Korean refugee about her experience. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Hear from people who were children in the United States during World War II | (10 min) |
Purpose: Students connect their thinking from Module 1 to the thinking they will do in Module 2 by exploring the experiences of people who grew up during World War II.
You might say: In previous lessons, we learned that World War II led to a rise in the global power of the United States. We thought about our own views and beliefs about U.S. foreign policy while exploring how the views and beliefs of people within the United States can shape U.S. foreign policy decisions. We learned about the Cold War and the different modes of intervention the United States used during that time to gain power. All this thinking helped us better understand U.S. motivations for getting involved in international conflict and reasoning for the modes of intervention selected. But with every foreign policy decision there are people impacted by the decision. Over the next three lessons, we will focus on their stories.
[Slide 2] Play the video from the Ohio History Connection, “Effects of the War on Children,” in its entirety [2:52].
- Before playing the video, ask:
- What do we know about life in the United States during World War II?
- After playing the video, ask:
- How did World War II impact children in the United States at the time?
[Slide 3] Play the PsychotherapyNet video “Children of the Camps Documentary” in its entirety [1:20].
- Distribute the Voices from War Notes Organizer and review the directions.
- Before playing the video, ask:
- What do we know about Japanese involvement in World War II? How do you think this influenced the ways in which Japanese Americans were treated?
- Possible response: The Empire of Japan attacked Pearl Harbor, a U.S. military base in the Pacific, on December 7, 1941. This resulted in widespread suspicion, prejudice, and discrimination toward Japanese Americans living in the United States at the time, which led the United States to imprison these people.
- After playing the video, lead a discussion on the following question.
- Ask: According to this source, how did people experience World War II in the United States?
- Possible response: World War II affected everyone growing up in the United States at the time, but different groups of people experienced different effects. Some people had to ration food and deal with a changing society. Other people, such as Japanese Americans, faced far more serious consequences from the war, such as imprisonment and discrimination.
- Use the Voices from War Notes Organizer Teacher Key to support students in their analysis.
- As needed, update the class Know & Need to Know chart (Lesson 1.3).
[Slide 4] Launch a whole-class discussion:
- Ask: What do these stories tell us about the ways children experienced World War II in the United States?
- Possible response: Through these stories, we see that although children might be young at times of war, they retain memories that can help us understand the impact of foreign policy on different groups of people. People who experience war in their childhoods remember living through those experiences, and those memories can impact their lives long after the events.
| Step 2: Analyze primary and secondary sources | (20 min) |
Purpose: Students engage with a curated set of primary and secondary sources to support their understanding of the Korean War. They learn about some of the war’s causes and consequences, key events, and injustices.
You might say: Last lesson, we learned about the Cold War, which began in 1947, following the end of World War II in 1945. In this lesson, we will look at the Korean War, which occurred from 1950 to 1953. In this lesson, we will look at U.S. intervention in Korea through the lens of a camera to help us understand what happened, why it happened, and how it impacted people.
[Slides 5–6] Facilitate a Korean War source exploration.
You might say: Although Korea existed as an independent territory ruled by a monarchy for hundreds of years, Japan annexed it (took it over) in 1910. After World War II, with Japan’s loss in the war, the Soviet Union and the United States split Korea in two, with the Soviet Union controlling the northern territory and U.S forces controlling the southern territory. The Korean War was fought between 1950 and 1953. The north, controlled by the Soviets, wanted to unite the country and create a communist government. The south, controlled by U.S. forces, wanted to unite the territory and push out Soviet communist forces.
- [Slide 5] Organize students into teams.
- Distribute the Korean War Analysis handout.
- Direct students to Part 1 of the handout and review the directions.
- Provide guidance for how much time students have to complete this part of the activity.
- After students are done, lead a whole-class discussion on each of the guiding questions to establish context for the next part of the activity.
- Use the Korean War Analysis Teacher Key to support student analysis.
- [Slide 6] Launch source exploration.
- Direct students to Part 2 of the Korean War Analysis handout and review the directions.
- Distribute the Korean War Source Set, printed and cut out, to student teams.
- Provide guidance for how much time students have to complete this part of the activity.
- Once teams have completed their work, invite students to share with the class their responses to the prompt.
- Ask: How did people experience the Korean War?
- Possible response: The people who were living in what is now North and South Korea during the Korean War experienced the most severe consequences from the war. However, people today continue to experience consequences from the conflict. During the war, Korean children were separated from their families because many families were either killed or forced to flee their homes. Korean people, from both the north and the south, faced many dangers during the war, including military attacks, landmines, bombs, and torture at the hands of the opposing side. At the end of the war, the territory split in two and remains divided today. This shows us that Korean people today continue to live with the impact of this military conflict.
- Use the Korean War Analysis Teacher Key to support student analysis.
Teacher Tip: Do No Harm and Images of War In Module 2, students will unpack source sets for multiple wars. Before giving students these source sets, make sure to preview the images to determine whether they are appropriate for your classroom setting. These images illuminate the consequences of war and the actions taken by the U.S. military during armed conflict. However, some of these images can be difficult for students because they depict serious consequences of war, such as death. Use your discretion when deciding what sources to put in front of students and how to frame them. You can read more about considerations to make when exposing students to images of war in the Northeastern Global News article “War Is About Suffering and Death. But Should These Images Be Portrayed in the News?” |
| Step 3: Listen to a firsthand account | (20 min) |
Purpose: Students listen to an oral history of the Korean War to expand and deepen their understanding of how people experienced the war, including injustices and discrimination.
You might say: Now, let’s hear from someone who lived in Korea before the war and fled Korea as a result of the war. Remember, our goals in this unit are to learn from the voices of war, to look at war from multiple perspectives, and to reflect on the issue of U.S. intervention in international conflicts.
[Slide 7] Play the video by Bryant Lee, “Korean War Refugee” (Hyunsook Lee), in its entirety [5:32].
- Before playing the video, prompt students to get ready to take notes in Row 2 of their Voices From War Notes Organizer.
- After playing the video, invite students to record and discuss their response to the prompt:
- Ask: According to the source set and oral history, how did people experience the Korean War in the United States and around the world?
- Then, invite students to share what they learned with an elbow partner or in small groups. Use the Voices From War Notes Organizer Teacher Key to support student sharing and discussion.
[Slide 8] Revisit vocabulary.
- Invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3).
- Invite students to discuss the following questions in pairs, small groups, or as a whole class, depending on timing.
[Slide 9] Participate in a discussion.
- Ask: What mode(s) of intervention did the United States use in Korea?
- Possible responses: proxy war, diplomacy
- Ask: Do you think the United States should have intervened in this way? Why or why not?
| Step 4: Establish your team’s Pros and Cons Chart | (10 min) |
Purpose: Video essay teams establish a Pros and Cons Chart that they will use in Module 3 to help them organize the content of their video essay on U.S. intervention in future conflicts.
You might say: Now your team will create a Pros and Cons Chart, which will help you organize arguments and evidence for and against U.S. intervention in future international conflicts. For each war that you learn about, you will add at least 1–2 arguments supporting U.S. intervention and 1–2 arguments opposing U.S. intervention.
[Slide 10] Provide teams time to add initial arguments to their chart.
- Organize students into video essay teams.
- Distribute the Pros and Cons Chart and review the directions.
- Provide teams time to add arguments and evidence to their chart, asking them to consider new information about both World War II and the Korean War.
[Slide 11] Invite students to reflect on how what they learned today has shaped their position on U.S. intervention.
- Depending on how much time you have, prompt students to engage in a Think-Pair-Share, team discussion, and/or whole-class share-out.
- Ask: Based on what you’ve added to your Pros and Cons Chart, how has your position evolved on the issue of U.S. intervention in international conflicts?
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.2: Voices From the Vietnam War
Teacher Guide
Lesson 2.2: Voices From the Vietnam War
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How do people experience international conflicts?
Learning Targets I can:
Purpose In this lesson, you will gather evidence from photographs and oral histories on the impacts of the Vietnam War. First, you will analyze and sequence sources to understand the timeline of major events of the war. Then, you will hear firsthand accounts of Asian Americans who served in the U.S. military during the war to understand some of the injustices and discrimination people faced at home and abroad. Finally, you will reflect on how these perspectives on past wars influence your position on U.S. intervention in future international conflicts. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 55 minutes |
| Standards | |
| D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.D3.His.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
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| Lesson Overview |
| In this lesson, students gather evidence from photographs and oral histories of the impacts of the Vietnam War. First, they analyze and sequence sources to understand the timeline of major events of the war. Then, they hear firsthand accounts of Asian Americans who served in the U.S. military during the war to understand some of the injustices and discrimination people faced at home and abroad. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Analyze primary and secondary sources | (20 min) |
Purpose: Students engage with a curated set of primary and secondary sources to support their understanding of the Vietnam War. They learn about some of the war’s causes and consequences, key events, and injustices. Students use this knowledge to revisit their team’s Know & Need to Know chart.
You might say: In the previous lesson, we learned about the Korean War, which occurred from 1950 to 1953. In this lesson, we will learn about the Vietnam War, which occurred from 1955 to 1975. The Vietnam War marked a change in public opinion about U.S. intervention abroad. This war was received very differently by the American public, especially compared to World War II. We will look at this conflict through the lens of a camera to help us understand what happened, why it happened, and how it impacted people.
[Slides 2–3] Facilitate students building what they know and what they need to know about the Vietnam War.
- [Slide 2] Organize students into teams.
- Distribute the Vietnam War Analysis handout.
- Direct students to Part 1 of the handout and review the directions.
- Provide guidance on how much time students have to complete this part of the activity.
- After students are done, lead a whole-class discussion on each of the guiding questions to establish context for the next part of the activity.
- Use the Vietnam War Analysis Teacher Key to support student analysis.
- [Slide 3] Launch the source exploration.
- Direct students to Part 2 of the Vietnam War Analysis handout and review the directions.
- Distribute the Vietnam War Source Set, printed and cut out, to student teams.
- Provide guidance on how much time students have to complete this part of the activity.
- Once teams have completed their work, invite students to share with the class their responses to the prompt.
- Ask: How did people experience the Vietnam War?
- Possible response: Vietnamese people experienced many consequences of the war. They faced military violence, such as bombings and Agent Orange, which led to many people dying or becoming permanently injured. The war displaced many people from their homes, and people had to relocate after the war. People in the United States also experienced the ramifications of war. The U.S. government drafted people into military service, and the military’s racist policies affected Black soldiers as they served during the war. Activists in the United States worked to end U.S. involvement in the Vietnam War because of the impacts it was having on different groups of people, both inside and outside of the United States.
- Use the Vietnam War Analysis Teacher Key to support student analysis.
- As needed, update the class Know & Need to Know chart (Lesson 1.3.)
| Step 2: Listen to firsthand accounts | (20 min) |
Purpose: Students listen to oral histories of the Vietnam War to expand and deepen their understanding of how people experienced the war, including injustices and discrimination.
You might say: Now, let’s hear from Americans who served in the Vietnam War and learn about their experiences. Remember, our goals in this unit are to learn from the voices of war, to look at war from multiple perspectives, and to reflect on the issue of U.S. intervention in international conflicts.
[Slide 4] Play the PBS video “Asian Americans Serving and Fighting in the Vietnam War” in its entirety [8:10].
- Before playing the video, prompt students to get ready to take notes in Row 3 of their Voices From War Notes Organizer (Lesson 2.1).
- After playing the video, invite students to record and discuss their responses to the prompt:
- Ask: According to the source set and oral histories, how did people experience the Vietnam War in the United States and around the world?
- Then, invite students to share what they learned with an elbow partner or in small groups. Use the Voices From War Notes Organizer Teacher Key (Lesson 2.1) to support student sharing and discussion.
[Slide 5] Revisit vocabulary.
- Invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3).
- Invite students to discuss the following questions in pairs, small groups, or as a whole class, depending on timing:
- Ask: What mode(s) of intervention did the United States use in Vietnam?
- Possible responses: proxy war, diplomacy, covert operations
- Ask: Do you think the United States should have intervened in this way? Why or why not?
| Step 3: Update your team’s Pros and Cons Chart | (15 min) |
Purpose: Teams return to the Pros and Cons Chart they established in Lesson 2.1. They add arguments for and against U.S. intervention and include evidence from oral histories and other sources they analyzed in this lesson.
You might say: Now your team will add to the Pros and Cons Chart that you established in Lesson 2.1. Your goal is to add at least 1–2 arguments supporting U.S. intervention and 1–2 arguments opposing U.S. intervention.
[Slide 6] Provide teams time to update their Pros and Cons Charts.
- Organize students into video essay teams.
- Prompt teams to get out their Pros and Cons Charts (Lesson 2.1).
- Provide teams time to make updates.
[Slide 7] Invite students to reflect on how what they learned today has shaped their position on U.S. intervention.
- Depending on how much time you have, prompt students to engage in a Think-Pair-Share, team discussion, and/or whole-class share-out.
- Ask: Based on what you’ve added to your Pros and Cons Chart, how has your position evolved on the issue of U.S. intervention in international conflicts?
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.3: Voices From the War in Afghanistan
Teacher Guide
Lesson 2.3: Voices From the War in Afghanistan
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How do people experience international conflicts?
Learning Targets I can:
Purpose In this lesson, you will gather evidence from photographs and oral histories on the impacts of the War in Afghanistan. First, you will analyze and sequence sources to understand the timeline of major events of the war. Then, you will hear an Afghan refugee describe her experience living and working in Afghanistan and fleeing the country due to the U.S. military withdrawal in 2021. Finally, you will reflect on how these perspectives on past wars influence your position on U.S. intervention in future international conflicts. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 55 minutes |
| Standards | |
| D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.D3.His.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
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| Lesson Overview |
| In this lesson, students gather evidence from photographs and oral histories on the impacts of the War in Afghanistan. First, they analyze and sequence sources to understand the timeline of major events of the war. Then, they hear an Afghan refugee describe her experience living and working in Afghanistan and fleeing the country due to the U.S. military withdrawal in 2021. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Analyze primary and secondary sources | (20 min) |
Purpose: Students engage with a curated set of primary and secondary sources to support their understanding of the War in Afghanistan. They learn about some of the war’s causes and consequences, key events, and injustices. Students use this knowledge to revisit their team Know & Need to Know charts.
You might say: In the previous lesson, we learned about the Vietnam War, which occurred from 1955 to 1975. In this lesson, we will learn about the War in Afghanistan, which occurred from 2001 to 2021. It is often forgotten that the Soviet Union intervened in Afghanistan before the United States. This history highlights the enduring narrative of the Soviet Union (now Russia) and the United States intervening in international conflicts over and over again since World War II and the Cold War. Like in the two previous lessons, we will look at this conflict through the lens of a camera to help us understand what happened, why it happened, and how it impacted people.
[Slides 2–3] Facilitate students building what they know and what they need to know about the War in Afghanistan.
- [Slide 2] Organize students into teams.
- Distribute the War in Afghanistan Analysis handout.
- Direct students to Part 1 of the handout and review the directions.
- Provide guidance on how much time students have to complete this part of the activity.
- After students are done, lead a whole-class discussion on each of the guiding questions to establish context for the next part of the activity.
- Use the War in Afghanistan Analysis Teacher Key to support student analysis.
- [Slide 3] Launch the source exploration.
- Direct students to Part 2 of the War in Afghanistan Analysis handout and review directions.
- Distribute the War in Afghanistan Source Set, printed and cut out, to student teams.
- Provide guidance on how much time students have to complete this part of the activity.
- Once teams have completed their work, invite students to share with the class their responses to the prompt.
- Ask: How did people experience the War in Afghanistan?
- Possible response: The War in Afghanistan impacted many groups of people. People in the United States experienced this conflict through the lens of 9/11, a terrorist attack that killed close to 3,000 Americans. The events of 9/11 led the United States to invade Afghanistan. Afghan people experienced the impact of a military intervention on their land. The war destroyed cities and killed many Afghan people. Many Afghan people also fled their homes and were forced to resettle in new territories. Afghan people today continue to feel the effects of the invasion as forces continue to fight for control of the territory. U.S. soldiers also experienced the negative consequences of war. They faced constant attack and many of them were killed.
- Use the War in Afghanistan Analysis Teacher Key to support student analysis.
- As needed, update the class Know & Need to Know chart you established in Lesson 1.3.
| Step 2: Listen to a firsthand account | (20 min) |
Purpose: Students listen to an oral history of the War in Afghanistan to expand and deepen their understanding of how people experienced the war, including injustices and discrimination.
You might say: Now, let’s hear from someone who lived in Afghanistan during the war and fled her country when the U.S. military ended its operation in Afghanistan after 20 years. Remember, our goals in this unit are to learn from the voices of war, to look at war from multiple perspectives, and to reflect on the issue of U.S. intervention in international conflicts.
[Slide 4] Play the PBS NewsHour video “One Afghan Refugee on Her ‘Desperate Hope’ for Her Homeland, Life in the U.S.” in its entirety [7:57].
- Before playing the video, prompt students to get ready to take notes in Row 4 of their Voices From War Notes Organizer (Lesson 2.1).
- After playing the video, invite students to record and discuss their responses to the prompt:
- Ask: According the source set and oral history, how did people experience the War in Afghanistan in the United States and around the world?
- Then invite students to share what they learned with an elbow partner or in small groups. Use the Voices From War Notes Organizer Teacher Key (Lesson 2.1) to support student sharing and discussion.
[Slide 5] Revisit vocabulary.
- Invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3.)
- Invite students to discuss the following questions in pairs, small groups, or as a whole class, depending on timing.
- Ask: What mode(s) of intervention did the United States use in Afghanistan?
- Possible responses: war, humanitarian aid, diplomacy, economic/political action
- Ask: Do you think the United States should have intervened in this way? Why or why not?
| Step 3: Update your team’s Pros and Cons Chart | (15 min) |
Purpose: Teams return to the Pros and Cons Chart they established in Lesson 2.1. They add arguments for and against U.S. intervention and include evidence from oral histories and other sources they analyzed in this lesson.
You might say: Now your team will add to the Pros and Cons Chart that you established in Lesson 2.1. Your goal is to add at least 1–2 arguments supporting U.S. intervention and 1–2 arguments opposing U.S. intervention.
[Slide 6] Provide the teams time to update their Pros and Cons Charts.
- Organize students into video essay teams.
- Prompt teams to get out their Pros and Cons Charts (Lesson 2.1).
- Provide the teams time to make updates.
[Slide 7] Invite students to reflect on how what they learned today has shaped their position on U.S. intervention.
- Depending on how much time you have, prompt students to engage in a Think-Pair-Share, team discussion, and/or whole-class share-out.
- Ask: Based on what you’ve added to your Pros and Cons Chart, how has your position evolved on the issue of U.S. intervention in international conflicts?
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.4: Using U.S. Power
Teacher Guide
Lesson 2.4: Using U.S. Power (Structured Academic Controversy)
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad?
Learning Targets I can:
Purpose In this lesson, you will prepare for a Structured Academic Controversy discussion on whether the United States should continue to intervene in international conflicts. You will analyze informational texts and data visualizations for evidence that supports or opposes the argument for more U.S. intervention in the world. Then, you will use the information you have gathered over the course of Modules 1 and 2 to write evidence-based claims for and against U.S. intervention in international conflicts. Next, you will use the Structured Academic Controversy protocol to come to a consensus on the issue of U.S. intervention. Finally, you will reflect on what you know and what questions you have about U.S. foreign policy and video essays, updating your team Know & Need to Know chart. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 100 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D3.11-12.1: Evaluate the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order or disorder. | |
| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.WHST.11-12.1.B: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
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| Lesson Overview |
| In this lesson, students prepare for a Structured Academic Controversy discussion on whether the United States should continue to intervene in international conflicts. They analyze informational texts and data visualizations for evidence that supports or opposes the argument for more U.S. intervention in the world. Then, they use the information they have gathered over the course of Modules 1 and 2 to write evidence-based claims for and against U.S. intervention in international conflicts. Next, students use the Structured Academic Controversy protocol to come to a consensus on the issue of U.S. intervention. Finally, they reflect on what they know and what questions they have about U.S. foreign policy and video essays, updating their team Know & Need to Know charts that they started in Lesson 1.3. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Reflect on your views of U.S. foreign policy | (10 min) |
Purpose: Before students analyze sources that they will use in the Structured Academic Controversy, they reflect on their personal views and beliefs about the issue.
[Slide 2] Play the Reuters video “Trump vs. Biden on Foreign Policy” in its entirety [3:46] to provide students with information about the foreign policy debate during the 2020 presidential election.
[Slide 3] Facilitate a silent reflection on students’ personal views of U.S. involvement in the world. Ask:
- What are your views and beliefs about U.S. intervention in international conflicts?
- Do you think the United States should intervene in international conflicts in the future?
You might say: In this unit, we are not only learning about U.S. foreign policy decisions from the past but also analyzing those decisions and their impacts to help us understand when the United States should intervene in future international conflicts. As members of society, our views can help inform government action. Today, we will look at secondary sources that provide evidence that supports and opposes future intervention. In this lesson, we will use this evidence to engage in a Structured Academic Controversy discussion on this issue.
| Step 2: Analyze multiple perspectives on U.S. intervention | (20 min) |
Purpose: Students prepare for the Structured Academic Controversy by analyzing secondary sources to gather information for and against U.S. intervention in international conflicts.
You might say: In this lesson, you will craft arguments that support and oppose future U.S. intervention. To have a meaningful argument for both sides of the issue, we need to gather evidence. We will be looking at four different sources. You will read and analyze each source, then evaluate the evidence you have gathered to determine whether you will use it in your argument.
[Slide 4] Facilitate and support student analysis of secondary sources:
- Distribute the Using U.S. Power Source Analysis handout and review the directions with students.
- Optional: Use the Using U.S. Power Source Analysis Teacher Key to analyze the first source with students or model how to analyze the source.
- Give students guidance on how much time they have to read through each source and answer the source analysis questions.
- Use the Using U.S. Power Source Analysis Teacher Key to support student analysis of the sources.
| Step 3: Participate in a Structured Academic Controversy | (55 min) |
Purpose: Students evaluate whether the United States should intervene in future international conflicts by using evidence from primary and secondary sources to argue for both sides of the issue.
You might say: There are differing opinions on whether the United States should continue to intervene in international conflicts. When we develop opinions on complex issues like this, it’s important to do so using evidence. It’s also important to examine both sides of the argument and consider views that are different than our own. Our views and opinions might not change, but by thinking critically about the issue, our arguments become stronger. Today we will engage in an evidence-based discussion that invites us to really listen to the arguments that other people are making. It’s called a Structured Academic Controversy.
[Slide 5] Help students organize their materials from the unit:
- Prompt students to have their completed Pros & Cons Charts (Lessons 2.1) accessible.
- Prompt students to take out the source sets from throughout Module 2 (and Module 1, if desired), or distribute copies of these sources for students to reference.
- Distribute the Structured Academic Controversy handout and review the directions with students.
[Slide 6] Explain to students how the Structured Academic Controversy works:
- Break up students into groups of four (quads).
- Split each quad into pairs.
- Assign each pair within each quad a side (Side A or Side B).
- Each side reads their assigned claim:
- Side A: Yes, the United States should continue to intervene in international conflicts.
- Side B: No, the United States should not continue to intervene in international conflicts.
- Each pair works together to formulate one argument for their side using evidence from the Using U.S. Power Source Analysis handout and Pros & Cons Chart (Lesson 2.1).
- Provide guidance on how much time students have to work on their argument for their assigned side.
- Distribute the Structured Academic Controversy Sentence Stems handout and invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3) for reference.
- The two pairs in the quad come together to discuss.
- Side A goes first; Side B listens and takes notes on anything Side A says that they want to keep track of.
- Side B restates Side A’s argument until Side A feels satisfied that Side B really understands their argument, then Side B can present their argument.
- Side B goes second; Side A listens and takes notes on anything Side B says that they want to keep track of.
- Side A restates Side B’s argument until Side B is satisfied that Side A really understands their argument.
- Then, the pairs switch sides. Students go through the entire process again, arguing the opposite claim (using the part of the Structured Academic Controversy handout that they did not originally use).
[Slide 7] Launch the Structured Academic Controversy and provide time checks:
- Edit this slide based on how much time you have for the activity.
- Provide time checks so students clearly know:
- when they should annotate sources and craft their initial argument
- when they should start their first round of discussion
- when they should annotate sources and craft their argument for the opposing view
- when they should start their second round of discussion
- when they should finish the activity
[Slide 8] Stop the Structured Academic Controversy and ask students to come to a consensus:
- Explain that ALL group members of a four-person group must agree on an answer to the question: Should the United States intervene in future international conflicts? Prompt students to write their consensus in the Consensus box on their Structured Academic Controversy handouts.
- If students are unable to come to a consensus, they must agree on what is preventing agreement.
- Ask: Where are you stuck? Why can you not agree?
- Then, prompt students to write the barriers to consensus in the Consensus box.
[Slide 9] Reflect on the Structured Academic Controversy.
- After consensus is reached, have students reflect individually on the experience. Ask:
- Did your views and beliefs about U.S. foreign policy change? Did they remain the same?
- Then, have students reflect on the Structured Academic Controversy process itself. Ask:
- What did it feel like to argue both sides?
- What did you learn from your peers?
- Why is it important to listen before speaking?
You might say: The Structured Academic Controversy protocol allows us to access the nuances of complicated issues, such as U.S. foreign policy. Later in this unit, you will create video essays. In these video essays, you will investigate an example of U.S. intervention in an international conflict. As your team creates a video essay, you can lean on the skills you learned during this activity. What are the arguments on both sides of the issue that you are highlighting? What evidence do you have to back up the claim that you are making in your video essay? And how does analyzing the arguments of both sides strengthen the message that you are trying to send?
| Step 4: Revisit your Know & Need to Know chart | (15 min) |
Purpose: Students reflect on what they have learned about U.S. foreign policy and how the skills they have practiced can be used to create a video essay. Then, they come up with questions they still have about U.S. foreign policy and creating a video essay.
[Slide 10] Support teams reviewing and updating their Know & Need to Know charts.
You might say: In your video essay teams, work together to review and update your Know & Need to Know charts for this unit. What do you know about what we will be doing in this unit based on Module 2? What do you still need to know?
- Invite students to take out their team’s Know & Need to Know charts (Lesson 1.3).
- Provide teams time to review and update their charts together, then invite teams to share with the class.
- Update what students know and what questions students have on your class Know & Need to Know chart.
Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart provides an opportunity for students to track how their thinking changes over time on a whole-class level. For project-based learning units, the chart helps leverage students’ ideas about the connections between the content they are learning and their project work. To learn more about Know & Need to Know charts in project-based learning, read about how to use students’ questions for planning and assessment from PBLWorks. |
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.5: Taking a Position on a Controversial Issue
Teacher Guide
Lesson 2.5: Taking a Position on a Controversial Issue
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How do people experience international conflicts?
Learning Targets I can:
Purpose In this lesson, you will outline your position on the issue of future U.S. intervention in international conflicts. You will first look at an example video essay to understand its different parts. Then, you will draw on your beliefs and the evidence (text, photographs, oral histories, videos) that you’ve gathered to outline your position on future U.S. interventions. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.D2.Civ.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.WHST.11-12.1.A: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.CCSS.ELA-LITERACY.W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
| Lesson Resources | ||
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| Lesson Overview |
| In this lesson, students outline their position on the issue of future U.S. intervention in international conflicts. They first look at an example video essay to understand its different parts. Then, they draw on their beliefs and the evidence (text, photographs, oral histories, videos) that they’ve gathered to outline their position on future U.S. interventions. |
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Lesson Steps in Detail
| Step 1: Identify the components of a video essay | (20 min) |
Purpose: Students learn about the basic structure and flow of a video essay by watching an example video essay on an international conflict that the United States was involved in.
You might say: Video essays are creative and expressive. They allow us to use video-making skills to help others form a new understanding of something. Today, we will look at an example of a video that takes a position on U.S. intervention in an ongoing conflict abroad. We will examine this perspective to learn about the basic structure and flow of a video essay that takes a position on the issue of war. Later in this lesson, you will use this same basic structure and flow to outline your position on U.S. intervention in future international conflicts.
[Slide 2] Review the final product rubric.
- Invite students to review the Video Essay Rubric (Lesson 1.3) and ask clarifying questions. If needed, add further detail to the rubric.
[Slides 3–5] Introduce students to the basic structure and flow they will follow to outline their position.
- [Slide 3] Distribute the Video Essay Outline handout to students.
- Instruct students to take notes on the structure and flow they observe in the video.
- Play the Telegraph video “Arnold Schwarzenegger Tells Putin to ‘Stop This War’” in its entirety [9:17]. Consider pausing the video every couple of minutes to let students take notes.
- [Slide 4] After the video, ask:
- What parts of Schwarzenegger’s video essay were most engaging? And why?
- What is Schwarzenegger’s position on war? How do you know?
- [Slide 5] Revisit the class Know & Need to Know chart (Lesson 1.3). Ask:
- What questions do you have about outlining your position on the issue of future U.S. intervention?
| Step 2: Outline your position | (40 min) |
Purpose: Students reflect on their values and beliefs and draw on their notes, source sets, and Pros and Cons Charts to outline their position on the issue of U.S. intervention in future international conflicts.
[Slide 6] Give instructions and provide support.
- Invite students to join their video essay teams.
- Distribute a new, blank copy of the Video Essay Outline handout to each team and review the directions with students.
- Provide time checks: Give students a time check after 20 minutes. You can use a visual cue, such as a countdown timer on the board or an alarm, to help students pace themselves during their work time.
- 1:1 conferencing: Schedule a 5-minute meeting with each student in advance of this lesson. Meet with each student individually. Use this time to offer feedback or answer questions.
[Slide 7] Facilitate a Turn-and-Talk:
- Invite students to share their positions on the issue of U.S. intervention in future international conflicts with a partner.
- Set a timer and give each student 1 minute to share.
- Afterward, remind students that in the next lesson, they will start designing their video essay by storyboarding their argument and content.
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Module 3 Overview: Video Essays
Module Overview
Module 3: Video Essays
Voices From War, Voices for Justice
Unit Driving Question
Should the United States intervene in foreign affairs?
Module Driving Question
How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Module Overview
In this module, students create their video essays. They explore different moments of U.S. intervention in international conflicts and create video essays that outline clear positions on the events they are highlighting. In Lesson 3.1, students work in teams to outline the narrative arcs of the stories they want to tell through their video essays. They use their narrative arcs to create detailed storyboards for their video essays, thinking through the visual and oral components of their pieces. In Lesson 3.2, students record the audio components of their video essays. In Lesson 3.3, students create first drafts of their video essays by aligning their audio recordings to the visual resources they selected. They workshop the first drafts of their video essays in peer review groups. Then, they use the feedback they received to finalize their video essays. In Lesson 3.4, students share their video essays with their classroom community and learn about the final products that other teams created. They reflect on the video essays presented by their peers. Then, they participate in a community discussion about the process of creating video essays and on their overall views and beliefs about U.S. foreign policy after finishing the unit.
| Lesson 3.1: Storyboard Your Video Essay (120 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students plan the narrative arcs and storyboards of their final video essays. They work in project teams to diagram the flow of their video essays and to gather the resources that they will use to tell that story. Then, they work on their storyboards, organize their resources, sketch the flow of their stories, and write basic scripts. Finally, students check in with their teams and create checklists to prepare to record and edit their video essays in the next lesson. |
| Lesson 3.2: Record Your Video Essay (60 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students use their storyboards and scripts to record the audio for their video essays. They begin to edit their video essays and check in on their progress as teams. |
| Lesson 3.3: Edit and Workshop Your Video Essay (120 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students work in their video essay teams to edit their video essays and add visuals to the audio recordings they created in the previous lesson. Then, they pair up with another video essay team and share their drafts to receive feedback. They give the teams they have been paired with feedback on their drafts. Finally, they meet in their teams to review the feedback they received before finalizing their video essays. |
| Lesson 3.4: Host a Screening (60 minutes) | |
Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to:
| In this lesson, students share the video essays that they created in their project teams with the class. They hear from other teams and watch the video essays other teams created before giving meaningful feedback. Then, they reflect on their experiences creating a video essay and their views and beliefs about U.S. foreign policy. |
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| Vocabulary |
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Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.1: Storyboard Your Video Essay
Teacher Guide
Lesson 3.1: Storyboard Your Video Essay
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Learning Targets I can:
Purpose In this lesson, you will plan the narrative arc and storyboard of your final video essay. You will work in your project team to diagram the flow of your video essay and to gather the resources that you will use to tell that story. Then, you will work on your storyboard, organize your resources, sketch the flow of your story, and write a basic script. Finally, you will check in with your team and create a checklist to prepare to record and edit your video essay in the next lesson. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 120 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.W.11-12.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
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| Lesson Overview |
| In this lesson, students plan the narrative arcs and storyboards of their final video essays. They work in project teams to diagram the flow of their video essays and to gather the resources that they will use to tell that story. Then, they work on their storyboards, organize their resources, sketch the flow of their stories, and write basic scripts. Finally, students check in with their teams and create checklists to prepare to record and edit their video essays in the next lesson. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Diagram your narrative arc | (40 min) |
Purpose: Students review their outlines from Lesson 2.4 and build the narrative arcs of the stories they are planning to tell in their video essays. They identify the beginning, middle, and end of their stories and consider ways to convey their intended message through the narrative arc. Then, they select resources (images, videos, and evidence) for their final video essays.
You might say: In our last lesson, you worked to create an outline and think through the content of your video essay. You identified the conflict that you want to highlight and the format that you want to use. Today, you will use your outline to create a narrative arc, and then you will use that narrative arc to create a storyboard that will guide your creation of your final video essay.
[Slide 2] Lead a discussion on the components of a successful video essay.
- Play the video from the Ellen MacArthur Foundation “Explaining the Circular Economy and How Society Can Re-Think Progress” in its entirety [3:48].
- Invite students to discuss the following questions:
- Ask: What is the intended message of this video essay? What do they ask of their audience?
- Potential response: The intended message is that a circular economy is a better, more sustainable model for our society and planet. The creators of this video are asking their audience to rethink our consumption model.
- Ask: What is the flow of the story? How is it structured with a beginning, middle, and end?
- Potential response: The video starts by defining key terms before stating the claim that humanity’s current approach to waste is unsustainable. Then it provides examples of alternative approaches. This clearly communicates a message to the audience. The beginning of the video provides context, the middle of the video describes the problem, and the end of the video offers solutions.
You might say: Thinking through the narrative arc of our video essay can help us tell clear and compelling stories. Even when telling nonfiction stories, we need to think about the flow of how we present information to our audience. We want them to walk away with an important message, and thinking about the structure of that message can make it more effective.
[Slide 3] Give instructions and provide support.
- Distribute the Narrative Arc Organizer and review the directions for Part 1.
- Invite students to work in video essay teams to discuss and create the narrative arcs of their video essays.
- Then, invite students to complete Part 2 of the handout by selecting the resources that they will use to tell their stories.
- Check in with students as they complete their narrative arcs and help them identify the most effective content for their intended stories using the list of resources on their handout.
Teacher Tip: Dual Language Video Essays You can allow students to record their video essays in their native language and include English subtitles, record in English and include subtitles in their native language, or record using a mix of two or more spoken and written languages. This can help newcomers and beginning multilingual learners engage with the content at grade level while still practicing their speaking and writing skills. |
| Step 2: Create your storyboard | (60 min) |
Purpose: Students get more specific about their vision for their video essays by using their narrative arcs to create storyboards. They organize their resources and sketch out the visual order of their resources. Then, they write basic scripts to use for their recording session next class.
You might say: Now that we have thought about the overarching structure of our story (the beginning, middle, and end), we can build on that structure and create storyboards for our video essays. Our storyboards will help us get more detailed and organized with the resources we have selected for our video essays. We will lay out the flow of these resources and match them with scripts. Before we create our storyboards, let’s learn a little more about them.
[Slide 4] Lead a discussion on the purpose of storyboarding.
- Play the video from Wave.video “How to Make a Storyboard for a Video in 6 Steps” in its entirety [5:14].
- Invite students to discuss the following question:
- Ask: How can creating a storyboard help us tell a clear and compelling story through our video essay?
- Potential response: A storyboard will help us get organized and detailed about the flow of the story we are trying to tell. It allows us to think through the most effective images and words to get our intended message across to our audience. Also, it provides a structure we can use when we are recording and editing our videos.
[Slide 5] Give instructions and provide support.
- Distribute the Storyboard handout.
- Invite students to work in video essay teams to create the storyboards for their video essays.
- Direct students to start by sketching out their stories using the resources that they selected when they created their narrative arcs.
- Then, invite students to write basic scripts under each frame. Invite them to be as detailed as they wish based on the needs of the team, but let them know that they can use their storyboards as they record themselves in the next lesson.
- Tell students that they can use as many frames as necessary to storyboard their video essays but the final product should be 3–5 minutes long.
| Step 3: Create a checklist | (20 min) |
Purpose: Students check in as a team and review the final product rubric. They create a plan for any work they need to complete to prepare to record their video essays.
You might say: Next time we meet, we will record and edit our video essays. We will use most of our time working through the technical part of this project, so it’s important that we come in with detailed plans for our video essays. Let’s spend a few minutes reviewing the work we have completed so far and identifying anything that needs to get done before the next stage.
[Slide 6] Give instructions and provide support.
- Invite students to review the Video Essay Rubric (Lesson 1.3).
- Invite students to consider the following questions:
- Is the flow of your story fully planned out? Does your storyboard need more detail?
- Do you have a clear script for your recording? Does your script need more detail, or are you ready to record using what you have written so far?
- Are there any missing images/videos/pieces of evidence that you want to include in your video essay? What is your plan to gather any missing components?
- Is there anything else that you want to discuss with your team before recording and editing?
Teacher Tip: MLA, APA, or Chicago Citations The rubric for this project asks students to cite their sources in either MLA, APA, or Chicago format. You can change this guidance to match the citation format that you are already using in your classroom. If you have not worked on citations with students, use the following resources from Purdue OWL for more guidance: |
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.2: Record Your Video Essay
Teacher Guide
Lesson 3.2: Record Your Video Essay
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Learning Targets I can:
Purpose In this lesson, you will use your storyboard and script to record the audio for your video essay. You will begin to edit your video essay and check in on your progress as a team. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.W.11-12.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
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| Lesson Overview |
| In this lesson, students use their storyboards and scripts to record the audio for their video essays. They begin to edit their video essays and check in on their progress as teams. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Record your audio | (30 min) |
Purpose: Students record the audio for their video essays.
You might say: In our last lesson, you worked to create storyboards for your video essays. At this point in our project timeline, you have also decided what video essay format you will use. Regardless of the format you chose, you need to record an audio file that you can use as the foundation of your video essay. Today, you will record those audio files. Then, in our next lesson, you will use those audio files and add the visual components of your video essays.
[Slide 2] Provide guidance and support as students record audio.
- Inform students of which video-recording platform they will be using to create their video essays.
- Direct students to articles and videos where they can find support on editing.
- Provide guidance on where students should gather as teams to record audio for their video essays.
- Provide guidance on the technology that students will use (video-recording platform, laptops, headphones, etc.).
- Inform students of how much time they have to work on their recordings.
- Let students know that their audio files should be 3–5 minutes long, so they have time to listen to their recordings and re-record portions as needed.
- Conference with teams to help them through any sticking points with their recordings.
Teacher Tip: Recording Clear Audio Consider the following best practices to support students in creating a clear audio file:
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Teacher Tip: Dual Language Video Essays You can allow students to record their video essays in their native language and include English subtitles, record in English and include subtitles in their native language, or record using a mix of two or more spoken and written languages. This can help newcomers and beginning multilingual learners engage with the content at grade level while still practicing their speaking and writing skills. |
| Step 2: Use flexible time to work on your video essay | (30 min) |
Purpose: Video essay teams might be at different stages of their final product at this point in the project timeline. Some teams might be ready to record right away, so they might use this time to begin editing their audio files and video essays. Some teams might need more preparation before they begin recording. In this step, students receive guidance on how they might utilize flexible work time to support their final products.
You might say: You have some time today outside of the audio recording to use to create your video essay. You can decide how you want to use this flexible time as a team given where you are in the process.
[Slide 3] Provide guidance on what students can work on while others record. Explain that they may use this flexible time to:
- Continue to finalize and practice their scripts before recording.
- Continue recording their audio and fix any recording mistakes they might have made.
- Preview other video editing resources in preparation for next lesson’s video editing session.
- Begin editing their audio:
- Cut audio files and create a final audio file.
- Reduce background noise.
- Add music or sound effects.
- Begin matching audio to visuals on your video-recording platform.
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.3: Edit and Workshop Your Video Essay
Teacher Guide
Lesson 3.3: Edit and Workshop Your Video Essay
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Learning Targets I can:
Purpose In this lesson, you will work in your video essay team to edit your video essay and add visuals to your audio recording from the previous lesson. Then, you will pair up with another video essay team and share your draft to receive feedback. You will give the team you have been paired with feedback on their draft. Finally, you will meet in your team to review the feedback you received before finalizing your video essay. Lesson Steps
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Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 120 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.W.11-12.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students work in their video essay teams to edit their video essays and add visuals to their audio recordings from the previous lesson. Then, they pair up with another video essay team and share their drafts to receive feedback. They give the team they have been paired with feedback on their draft. Finally, they meet in their teams to review the feedback they received before finalizing their video essays. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Edit your video essay | (60 min) |
Purpose: Students edit their video essays by combining their audio recordings from Lesson 3.2 with the visual resources they have selected.
You might say: In the previous lesson, you worked to create the audio for your video essay. In this next phase, you will connect the audio to the visual components of your video essay. You will edit a draft of your video essay (with both audio and visual components) before pairing off with another team and completing a round of peer feedback. Then, you will finalize your video essay.
[Slide 2] Provide guidance and support.
- Share the following information:
- Let students know where they should gather as teams to edit their video essays.
- Direct students to articles and videos where they can find support on editing.
- Let students know how much time they have to work on their first round of editing and inform them that they will have more time to finalize their video essays after peer review.
- Remind students that their video file should be 3–5 minutes.
- Conference with teams to help them through any sticking points in their editing.
| Step 2: Workshop your video essay draft | (20 min) |
Purpose: Students share their drafts of their video essays with another project team and receive feedback.
You might say: Now that we have the first drafts of our video essays, it’s time to get some in-the-moment feedback! When other video artists look at our work and offer feedback, it’s called a workshop. So, we are going to have a workshop where you work with another team to review the work you have done so far and offer suggestions to make your video essays even stronger.
[Slide 3] Distribute the Video Essay Peer Review handout.
- Provide guidance on which teams will be working together.
[Slide 4] Provide timing for the peer review cycle.
- Provide students with information about how much time they have for each peer review cycle based on your remaining class time.
- Tell students when it’s time to switch between teams.
- Inform students that each person must fill out Part 1 of their Video Essay Peer Review handout for the other team.
- After both teams have shared and received feedback, instruct students to give each other the feedback forms they completed for the team they were paired with.
| Step 3: Finalize your video essay | (40 min) |
Purpose: Students review and apply peer feedback to create the final drafts of their video essays.
You might say: Now that you have participated in the peer feedback process, you have a lot of notes to review with your team! You will review the feedback forms you received during your workshop and decide what feedback you will apply. Then, you will work together to finalize your video essay.
[Slide 5] Facilitate a reflection and prioritization of peer feedback.
- Invite teams to discuss the following questions as they reflect on their feedback, using Part 2 of the Video Essay Peer Review handouts:
- What feedback did we receive that we can address quickly and right away?
- What feedback did we receive that would require us to rewrite a major part of our storyboard? How should we address this feedback?
- What feedback did we receive that would require us to add an entirely new part to our video essay? How do we plan to address this feedback?
- Invite teams to share up to three changes they are making based on peer feedback.
[Slide 6] Provide further guidance and support.
- Check in on student progress and determine how much time students need in class to finish their video essays.
- Inform students how much work time they have left to finish their video essays and where you would like them to upload their final video essays.
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.4: Host a Screening
Teacher Guide
Lesson 3.4: Host a Screening
Voices From War, Voices for Justice
Unit Driving Question:Should the United States intervene in foreign affairs?
Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy?
Learning Targets I can:
Purpose In this lesson, you will share the video essay that you created in your project team with your class. You will hear from other teams and watch the video essays they created before giving meaningful feedback. Then, you will reflect on your experience creating a video essay and your views and beliefs about U.S. foreign policy. Lesson Steps
|
Teacher Preparation Notes
| Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | |
| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. | |
| CCSS.ELA-LITERACY.W.11-12.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. |
| Lesson Resources | ||
| For Students | For Educators | Materials |
|
| Lesson Overview |
| In this lesson, students share the video essays that they created in their project teams with the class. They hear from other teams and watch the video essays other teams created before giving meaningful feedback. Then, they reflect on their experiences creating a video essay and their views and beliefs about U.S. foreign policy. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Share your video essay with your community | (40 min) |
Purpose: Students share their final video essays.
You might say: The time is finally here to share all the hard work that you have done in your video essay teams! Today you will present your final products to your peers and give one another feedback. Then, we will participate in a discussion where we reflect on all that we learned in this unit and in the process of creating our video essays.
[Slide 2] Provide guidance and support.
- Distribute the Video Essay Peer Reflection.
- Provide guidance on presentation structure.
- Provide guidance on the community involvement plan for your class.
- Let students know how much time they have to complete their peer reflections.
Teacher Tip: Ideas for Sharing Video Essays With Youth and Community The Module 3 driving question asks how we can use video essays to educate youth about the ramifications of U.S. foreign policy. This creates a great opportunity for students to share their final products with community members, especially youth in their school community. Consider the following ideas to share this work with others:
|
Teacher Tip: Managing Audience Questions and Feedback When students share their work at an event attended by parents, school staff, other students, outside experts, and/or community members, the audience may need support with asking good questions. Some people may not know what questions to ask or may ask questions that are too challenging or complicated—or even inappropriate. For example, someone might ask students to comment on an aspect of history they did not study, ask about a sensitive personal or political topic, or ask a question in a way that your students find difficult to understand or answer.If one of these questions arises, you can reframe it for students or ask the audience member to clarify. For some questions, you may even have to say something like, “That’s a good question, but it’s not something we can answer.” Consider giving the audience a handout with suggestions for the kinds of questions they might ask, such as “What’s the most important thing you learned?” “What challenges did you face and how did you overcome them?” and “Could you explain more about…?”Audience feedback is good for students to hear and can be a valuable part of your assessment strategy. However, guests may offer only general praise, not specific feedback, and typically don’t want to sound too critical. Distribute the Video Essay Rubric (Lesson 1.3) to outside guests so they can orient to the project and provide relevant feedback. |
| Step 2: Reflect on your final product and views on U.S. foreign policy | (20 min) |
Purpose: Students engage in a whole-class discussion on the lessons they learned about the ramifications of U.S. foreign policy for different groups of people. Then, they apply their learning to their views and beliefs about U.S. foreign policy.
You might say: Now that we have seen the work that we created as a class, we’re going to reflect on what we learned while we created video essays about how U.S foreign policy impacts different groups of people.
[Slide 3] Invite students to participate in a community discussion.
- Distribute the Video Essay Individual Reflection.
- Direct students to Part 1 of the handout. Invite them to discuss the following questions:
- What information did you learn today about people impacted by U.S. foreign policy?
- What surprised you as you were watching the video essays today? What captured your attention?
- Do you have any shoutouts you want to give to other teams about their video essays?
- What is the most important thing about U.S. foreign policy for your audience to take away from your video essay?
[Slide 4] Invite students to reflect on the unit.
- Direct students to Part 2 of the Video Essay Individual Reflection handout. Invite them to discuss the following questions:
- What are your views and beliefs about the issue of U.S. intervention in international conflicts? How did your views and beliefs change throughout the unit?
- What would you like to tell younger people about the impacts of U.S. foreign policy on different groups of people?
Teacher Tip: Timeline Extension Pack You will find a timeline extension pack at the end of this lesson. Read through this teacher-facing document for more guidance on creating a classroom timeline to support student chronological reasoning when learning history thematically. You will find a timeline extension pack at the end of each unit. |
Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.
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oercommons
|
2025-03-18T00:36:38.582937
|
Module
|
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"url": "https://oercommons.org/courseware/lesson/120739/overview",
"title": "Voices From War Voice For Justice",
"author": "Lesson Plan"
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|
https://oercommons.org/courseware/lesson/122477/overview
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Notation and canons
Overview
Notation and canons
Notation and canons
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oercommons
|
2025-03-18T00:36:38.607651
|
12/03/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122477/overview",
"title": "Notation and canons",
"author": "Rittika Ghosh"
}
|
https://oercommons.org/courseware/lesson/58745/overview
|
Education Standards
Media Bias Chart (adfontesmedia)
Media Bias Chart (allsides)
Media Bias Lesson 1 Worksheet
Media Bias Lesson 1WorksheetModel
Media Bias Lesson 2 Sample
Media Bias Lesson 3&4 Worksheet
Media Bias Lesson 3&4 Worksheet
Identifying Media Bias in News Sources
Overview
Identifying Media Bias in News Sources through activites using relevant news sources to answer the following essential question:
Why is this important and relevant today?
Students are engaging with a growing number of news sources and must develop skills to interpret what they see and hear.
Media tells stories with viewpoints and biases that shape our worldviews.
Students must become critical consumers of media which is essential for being an informed citizen.
LESSON ONE: Learning to Preview News Sources
Objectives:
Students will learn how to set a PURPOSE before consuming news sources (in this lesson it’s looking for media bias), so that they can determine whether the article is worth reading.
Students will learn to engage PRIOR KNOWLEDGE (what do students already know about the news topic)
Students will learn to SKIM for date (timeliness), source (credibility) and author’s intent (to inform, or persuade, or entertain)
SCAN briefly for loaded words and photo first impressions that set a tone
Critical consumers PREVIEW media to determine its "worthiness" (is it worth reading?)
Teacher selects a media source to model the preview strategies using the worksheet. (See lesson #1 worksheet and model.)
Teacher provides a second media source and allows students to work in pairs or small groups to support each other’s learning while completing the worksheet.
For additional practice, the teacher provides 3 or 4 media source options, or allows students to choose their own.
Students would also benefit from hearing the process of previewing from other students through share alouds, new group/pairs, etc.
LESSON TWO: Learning to Actively Engage
Objectives:
Students will learn how to read with an active awareness that helps them
discern fact from opinion
evaluate authority references
draw inferences from tone words that suggest bias
Extension: make cross connections through lateral reading to gain rich/complex insight.
Critical consumers ACTIVELY ENGAGE with media to determine its reliability.
Highlight: source (yellow)
Voice of authority, references, organizations, studies, etc.
Who is being quoted
Where does the information come from
Highlight: fact (green)
- Something that can be proven to be true
Highlight: opinion words (red)
A view or judgment about something, not necessarily based on fact (signal words: best/worst, should/must)
Highlight: loaded words (purple)
Words where shades of meaning exist (ie, bad v. excruciating)
Identifying Media Bias in News Sources
Objectives:
Identify the authority of reference sources
Evaluate bias in news media by analyzing tone words
Discern facts from opinions
Evaluate knowledge gained from media sources and what action to take
Essential Questions:
How do we separate fact from opinion?
How does word choice implicitly communicate bias?
How do we identify a writer's bias through their word choice?
Why is it important to consume news from a variety of sources?
Every media source has a story to tell; a driving purpose. The media that people consume largely shapes their world views. The US public is becoming more divided partially due to the consumption of increasingly biased news. As a critical consumer of media, it is important to be able to separate fact from opinion. In this unit, high school students will become critical consumers of news, by identifying media bias in order to become better informed citizens.
LESSON THREE: Learning to Post/Read/React
Objectives:
Students will learn how to post read -- the final processing of information, to determine what to do with the information (remember it, forget it, use it, share it, etc.)
Critical consumers EVALUATE knowledge gained from media sources and what action to take.
Based on your evaluation of the article (lesson two), do you want to buy into this message?
Connections: How does this information fit with what I already know? Does it confirm, build on, or conflict with what I think I know?
Take action: What will I do with this information (remember it, forget it, use it, share it, etc.)?
EXTENSION: teach the skill of lateral reading in order to assess the editorial process and reputation of the site that published the article.
LESSON FOUR: Learning to Consume Media from a Variety of Sources
Objectives:
Students will learn the importance of consuming news from a variety of sources for a more complete understanding of the world around them.
Critical consumers COMPARE/CONTRAST information from a variety of news sources.
Students choose a news event (or teacher assigns students a news event).
Students choose articles from a left leaning source and a right leaning source regarding the same event (or teacher assigns students articles that provide for compare and contrast). Media Bias Charts can be used if students aren't familiar with the sources (see resources).
Follow the protocols discussed in the first three lessons: Preview, Actively Engage, Post Read for each article.
Capture information on the chart (student worksheet).
Compare the articles (model first, then group discussion, then individual processing)
What is the narrative each media source is trying to tell?
How are the facts/opinions presented in each source the same or different?
Why is it important to consume news from a variety of sources?
How can we work to form our own opinions, rather than assuming those of our media sources?
Extension: Who Owns the Media?
As students begin comparing news sources, the all important question of "whose message is this and why" will open the door to exploring media ownership. Here are questions that students can research and discuss:
Who owns the news sources? (Students can choose individual news outlets to expolore ownership, such as ABC, NBC, BBC, etc.)
How does state vs. private ownership affect what gets published?
How has media ownership changed in the last 30, 20, 10 years?
What are the "Big 5 Media Corporations"?
Which news sources are under which corporations?
What are the dangers of limited ownership?
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oercommons
|
2025-03-18T00:36:38.702247
|
Journalism
|
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"url": "https://oercommons.org/courseware/lesson/58745/overview",
"title": "Identifying Media Bias in News Sources",
"author": "English Language Arts"
}
|
https://oercommons.org/courseware/lesson/68994/overview
|
Education Standards
Native American Mascot Debate Inquiry Design Model (IDM)
Overview
This inquiry takes students through analysis and evaluation of the Compelling Question “Should Washington State Ban the use of Native American mascots in their schools?” Students will be learning about the persuasive techniques of Political Cartoons, analyzing articles and images, reading interviews, and watching YouTube videos. The summative performance task is writing a letter to the Washington State Board of education stating their claim on whether or not they should or shouldn't allow schools to use Native American mascots.
Native American Mascot Debate
This inquiry takes students through an analysis and evaluation of the Compelling Question “Should Washington State Ban the use of Native American mascots in their schools?” Students will be learning about the persuasive techniques of Political Cartoons, analyzing articles and images, reading interviews, and watching YouTube videos.
Students first look at a group of mascots that show different cultural groups represented as mascots. This should get them thinking about the Compelling Question. Next, students will look at political cartoons that will get them thinking about what the artist is trying to share and how political cartoons can persuade. After that, students will look at images of people dressed up in Halloween costumes that some may find offensive. Then they will read articles about using Native American mascots as costumes. Finally, students will analyze if some or all protests accomplish their goals. Ultimately this will give students enough sources to use in order to address
Throughout the inquiry, students will engage in activities designed to promote and develop media literacy. For all documents, students are asked to consider perspective, discuss the images used, and the goals of the author: what is this source trying to get me to think and is this source trustworthy? Furthermore , the media students encounter is varied (political cartoons, articles, images, videos, and interviews) in order to allow conversations between students and instructor about the techniques, methods, messaging,andperspectivesused.
This inquiry helps students to:
SSS1: Uses critical reasoning skills to analyze and evaluate claims
SSS1.6-8.1: Analyze positions and evidence supporting an issue or an event
SSS1.6-8.2: Evaluate the logic of reasons for a position on an issue or event
SSS2: Deliberates public issues
C4. 6-8.3 Employ strategies for civic involvement that address a state or local issue
This inquiry is expected to take two weeks – three weeks (10-15 periods) to complete: two 45-minute class periods to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions;andthenfive45-minute class periods for students to write and research their argumentative letter. The writing process may take more time if the instructor set up peer editing and feedback throughout the writing process.
As a whole, the unit could be lengthened by adding in the extension of having students research an issue going on in the world and create a political cartoon that captures the message they are trying to send. Materials can be modified, shortened, or amended to accommodate English language learners (ELLs) as well as students with 504s, individualized education plans (IEPs), and other special education accommodations, and more.
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oercommons
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2025-03-18T00:36:38.727554
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Social Science
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"url": "https://oercommons.org/courseware/lesson/68994/overview",
"title": "Native American Mascot Debate Inquiry Design Model (IDM)",
"author": "Reading Informational Text"
}
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https://oercommons.org/courseware/lesson/68836/overview
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https://www.oercommons.org/courseware/lesson/43617/overview
FRANKENSTEIN BEFORE READING ACTIVITY
Overview
Fazer uma atividade antes da leitura (Frankenstein da escritora britânica Mary Shelley). Os estudantes, depois de assistir a um vídeo com três personagens da história, Capitão Robert Walton, Victor Frankenstein e Uma Criatura, passam a realizar uma atividade com questões sobre perguntas e respostas com personagens falsos. Desta forma, os conhecimentos prévios podem ser elencados e relacionados à vida da autora.
Plano de aula: Before reading activity - FRANKENSTEIN
BEFORE READING ACTIVITY ABOUT THE NOVEL FRANKENSTEIN
Autora: Deyse Nara Sabel Vieira
Data: 22 de junho de 2020
Tipo de Licença: Atribuição Creative Commons - CC - BY
Objetivos do plano de aula: Fazer uma atividade antes da leitura (before Reading) da obra Frankenstein da escritora britânica Mary Shelley. Os estudantes, após assistirem ao vídeo (https://www.oercommons.org/courseware/lesson/43617/overview) com citações de três dos personagens da história, Captain Robert Walton, Victor Frankenstein e The creature, irão realizar a atividade com questões sobre a obra e relacionadas as falas dos personagens. Desta forma, conhecimentos prévios poderão ser elencados e relacionados à vida da autora.
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oercommons
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2025-03-18T00:36:38.748944
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06/22/2020
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68836/overview",
"title": "FRANKENSTEIN BEFORE READING ACTIVITY",
"author": "Deyse Vieira"
}
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https://oercommons.org/courseware/lesson/90222/overview
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The Story of Google: ESL Reading Lesson Plan
Overview
This is one of my favorite reading lessons because I can use it with business students, adults, and kids -- it’s a hit with all of them. Students will have the opportunity to read, speak and learn about the history of a search engine most of us use every day.
You can access 150+ more free lessons like this with a free Off2Class account!
Off2Class
Primary objective:
- to read a text about the early history of the U.S. company, Google Inc.
- the lesson also includes several warm-up activities (prior to the reading text) and basic comprehension questions (after the reading text)
If you want access to 150+ lesson plans and support, including teacher's notes, be sure to register for a free Off2Class account.
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oercommons
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2025-03-18T00:36:38.766458
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Lesson Plan
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90222/overview",
"title": "The Story of Google: ESL Reading Lesson Plan",
"author": "Lesson"
}
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https://oercommons.org/courseware/lesson/122659/overview
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Cannon and Notation
Overview
Informatation science , what is the Notation , what is octap device, what is sector device, what is an empty digit, what is emptying digit,
Cannon and Notation
1. What is Notation?
2. What are the qualities of good notation?
3. What is Octape device?
4. What ia Sector device?
5. What is an Empty device?
6. What is Emptying digit?
7. What is Mnemonic?
8. What are different types of materials used library classification with suitable example.
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oercommons
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2025-03-18T00:36:38.783749
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12/05/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122659/overview",
"title": "Cannon and Notation",
"author": "Mamataj Mondal"
}
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https://oercommons.org/courseware/lesson/122459/overview
|
Document (1)
Notation and canons
Overview
Notation and canons
Notation and canons
Notation and canons
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oercommons
|
2025-03-18T00:36:38.800532
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12/03/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122459/overview",
"title": "Notation and canons",
"author": "Rittika Ghosh"
}
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https://oercommons.org/courseware/lesson/29077/overview
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LLED Lesson Plan Assignment
Overview
This is body text
pre-speaking
Description for the Teacher
- Do this
- Do that
Could be imported from Google docs
This is student content
This is body text
Description for the Teacher
Could be imported from Google docs
This is student content
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oercommons
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2025-03-18T00:36:38.817273
|
09/26/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/29077/overview",
"title": "LLED Lesson Plan Assignment",
"author": "Elliot Billingsley"
}
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https://oercommons.org/courseware/lesson/106444/overview
|
OREGON MATH STANDARDS (2021): [3.NBT]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: 3.NBT.A.1
Cluster: 3.NBT.A - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 3.NBT.A.1
Standards Statement (2021):
Use place value understanding to round whole numbers within 1000 to the nearest 10 or 100.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 4.NBT.A.3 | 1.OA.B.3, 1.OA.B.4 | 3.NBT.A.1 3.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be given opportunities to build understanding by exploring the concept within 100 first and then progressing to applying the same mathematical thinking within 1000.
Teaching Strategies
- Students should locate numbers on a number line to determine the nearest multiple of 10 or 100.
- Students should be able to use place value understanding to round whole numbers for an authentic purpose within contextual situations.
Progressions
- Students need to understand that when moving to the right across the places in a number (e.g., 456), the digits represent smaller units. When rounding to the nearest 10 or 100, the goal is to approximate the number by the closest number with no ones or no tens and ones (e.g., so 456 to the nearest ten is 460; and to the nearest hundred is 500).
- Rounding to the unit represented by the leftmost place is typically the sort of estimate that is easiest for students and often is sufficient for practical purposes.
- Rounding to the unit represented by a place in the middle of a number may be more difficult for studetns (the surrounding digits are sometimes distracting). Rounding two numbers before computing can take as long as just computing their sum or difference.
Examples
- On a road trip, there is a gas station at the 700-mile mark and the 800-mile mark. You have about 50 miles left in the tank when you hit the 765-mile mark, which gas station is the closest for you to go to?
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 3.NBT.A.2
Cluster: 3.NBT.A - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 3.NBT.A.2
Standards Statement (2021):
Fluently add and subtract within 1000 using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.B.5, 2.NBT.B.7, 2.NBT.B.8, 2.NBT.B.9 | 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6 | 1.OA.B.3, 1.OA.B.4 | 3.NBT.A.2 3.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should add and subtract multi-digit whole numbers within 1000 to solve contextual, mathematical problems using efficient and generalizable procedures, based on knowledge of place value and properties of operations.
Teaching Strategies
- Students will have opportunities to use strategies based on place value and properties of operations.
- This standard uses the word fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies).
- This standard does not require timed assessments. Ample opportunity to develop efficient, accurate, and flexible strategies is essential.
- Students should be given opportunities to use variety of models and representations when extending their understanding of part-whole reasoning strategies.
- Students should be given the choice of which strategy they can use.
Progressions
- At Grade 3, the major focus is multiplication, so students' work with addition and subtraction is limited to maintenance of fluency within 1000 for some students and building fluency to within 1000 for others...They focus on methods that generalize readily to larger numbers so that these methods can be extended to 1,000,000 in Grade 4 and fluency can be reached with such larger numbers.
- Fluency within 1000 implies that students use written methods without concrete models or drawings, though concrete models or drawings can be used with explanations to overcome errors and to continue to build understanding as needed. (Please reference page 12 in the Progression document)
Examples
- Students will use estimation strategies to assess reasonableness of answers.
- Use expanded form to decompose numbers and then find sums and differences
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 3.NBT.A.3
Cluster: 3.NBT.A - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 3.NBT.A.3
Standards Statement (2021):
Find the product of one-digit whole numbers by multiples of 10 in the range 10-90, such as 9 x 80. Students use a range of strategies and algorithms based on place value and properties of operations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 4.NBT.B.5 | N/A | 3.NBT.A.3 3.NBT.A Crosswalk |
Standards Guidance:
Boundaries
- Students should be given an opportunity to explore that when a number is 10 times larger than another number, this does not come from adding zero.
- Students should understand that adding zero does not change the overall quantity.
- Students should explore the patterns of multiplying by ten and notice how the magnitude of the number changes. Exploring the pattern, students should uncover as numbers are multiplied by a multiple of 10, the digit shifts left, making the value ten times more with each shift.
Teaching Strategies
- Students extend their work in multiplication by applying understanding of place value. The special role of 10 in the base-ten system is important in understanding multiplication of one-digit numbers with multiples of 10.
- Using the properties of operations (commutative, associative, and distributive) and place value, students are able to explain their reasoning.
- Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90.
Examples
- For example, the product 3 x 50 can be represented as 3 groups of 5 tens, which is 15 tens, which is 150. This reasoning relies on the associative property of multiplication: 3 x 50 = 3 x (5 x 10) = (3 x 5) x 10 = 15 x 10 = 150. It is an example of how to explain an instance of a calculation pattern for these products: calculate the product of the non-zero digits, then shift the product one place to the left to make the result ten times as large.
- Illustrative Mathematics:
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oercommons
|
2025-03-18T00:36:38.867165
|
07/07/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106444/overview",
"title": "OREGON MATH STANDARDS (2021): [3.NBT]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/117095/overview
|
Lions, Dragons, and Nian: Animals of the Chinese New Year
Overview
This OER Chinese New Year was created by Xia Li and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials.
The attached Lesson Plan is designed for K-5 World Language Arts teachers for Novice Learners of Spanish/Chinese. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Lesson Plan addresses the following NDE World Language Standard(s): NE LA 12.1.6b, NE LA 12.1.6l, and NE LA 12.1.6o
celebration Chinese new year
Intriduction of Chinese New Year: history, story,traditional celebration.
This OER Chinese New Year was created by Xia Li and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials.
The attached Lesson Plan is designed for K-5 World Language Arts teachers for Novice Learners of Spanish/Chinese. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Lesson Plan addresses the following NDE World Language Standard(s): NE LA 12.1.6b, NE LA 12.1.6l, and NE LA 12.1.6o
It is expected that this Lesson Plan will take students 90 minutes to complete.
Conditions of Use (CC License info) CC-BY-NC-SA
Subjects (required) - Humanities
Educational Level (required) K-5 etc.
Material Types(required) Lesson Plan, Unit etc.
Languages (required) - English
Additional Descriptions
Educational Standards (NE) - MUST HAVE 1, choose all that apply indicator level
Media Formats - Videos, Photograph - Choose what fits
Educational Use - Classroom , Professional Development etc.
Primary User - Students, teachers etc.
Accessibility
Key Words - Be sure to include the Nebraska Collection tag for your area as well as anything else that applies NE World Languages - MUST HAVE THIS ONE
Acknowledgement of use permissions (check box)
question
What are the characteristics of the Chinese dragon?
Why is the dragon connected with the Chinese New Year?
What is the dragon dance?
Why are firecrackers ignited during the New Year parade?
What do Chinese lions look like and why are they considered protective guardians?
Why do lions dance in the New Year parade?
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oercommons
|
2025-03-18T00:36:38.887948
|
lisa li
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117095/overview",
"title": "Lions, Dragons, and Nian: Animals of the Chinese New Year",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/63326/overview
|
6 Traditional Marketing Strategies That Can Help Your SEO
Overview
Traditional marketing strategies can also help you with your own small business SEO efforts.
Below are the top 6 traditional marketing strategies that can also help your SEO strategy.
Does traditional marketing matter today?
Modern businesses seem to be so preoccupied with direct digital marketing strategies like social media advertising, pay-per-click, and website creation but often overlook the impact that traditional marketing channels can also have on conversion and organic search engine optimization.
Most businesses today tend to stay away from traditional marketing strategies because digital marketing appears cheaper. However, that does not mean conventional marketing strategies are not effective anymore.
In fact, traditional marketing strategies can also help you with your own small business SEO efforts.
Below are the top 6 traditional marketing strategies that can also help your SEO strategy:
Holding an Exhibition
Your presence in the public square can create a good deal of buzz online. From the on and off-site promotion to the brand mentions by those that attend the event.
With more and more people commenting on their daily lives, sharing their experiences online - as well as their location - holding public events, exhibitions and show, with your own branded exhibition display stands, products and services, can be a great way to create brand mention opportunities that wind up online and which Google will notice.
Trade fairs and exhibition events are incredibly popular today. These are the types of events where one or more companies will display their newest product innovations to prospective consumers and investors.
This type of setting also allows representatives of the company to meet with prospective stakeholders in-person and answer any questions they might have.
Post Cards and Flyers
Print flyers never go out of style. As long as people are still driving cars and going to physical storefronts, you can always attract their attention with print flyers.
A flyer that calls people to action - such as going to your website - not only increases traffic (a potential ranking signal) but also causes more people to type in your brand or URL directly - a very good signal to Google of your popularity and almost certainly a ranking factor.
Vehicle signage can help your SEO in a similar way.
Have you ever seen a vehicle with a lot of colourful graphics and signage on its exterior? If so, then you saw a vinyl wrapped vehicle with printed graphics and images.
Vinyl wraps allow you to comfortably cover your car, truck, or motorcycle with a visually stunning advertisement. You can cover a portion of your vehicle or the entire thing without even interfering with the paint job.
Whenever you drive your vehicle, you’ll be advertising your business, encouraging them to take action that leads them to your website or social media platform.
Again, traffic and directly entered branded searches or URL’s are a great way to send Google the kinds fo signals that are likely to be taken as authoritative.
Direct Mail Advertising
Direct mail advertising is the classic physical version of email marketing and can be just as effective as email marketing.
A new business needs to think beyond clicks. Anything that generates more traffic and more branded signals to your site is going to help lift your keywords in Google (all other things considered). It’s also going to have a potentially positive impact on your conversion rate.
Rather than sending lots of emails to different people which often get deleted before they are read, trying sending lots of printed letters, postcards, catalogues, and flyers through direct mail (also known as snail mail).
If you make your direct mail advertisement attractive and eye-catching, then your recipients are more likely going to pay attention to it and not throw it away immediately.
Consider adding QR codes are other similar gimmicks to your snail mail campaign so that people can get to your website even easier.
Billboards
Billboard advertisements are found alongside highways, interstates, and all high-traffic roads. They are giant displays that people can see clearly when they pass by them in their cars.
If you have your billboard advertisement posted, you will likely get thousands of people to see it each day.
There is a reason why big business still rely on billboards.
Many prospective customers will search your site after seeing it mentioned in other forms of offline media. This leads to highly relevant and powerful search behaviour which Google rewards.
Newspaper and Magazine Print Ads
There are still some who read printed newspapers and magazines. These are mostly people from older generations who are more accustomed to reading from written material.
If your products or services are something that older people would want, then you can target them by purchasing print ads in a newspaper or magazine.
Those with any familiarity with the internet are apt to take opportunities and interests from print media and search online for the corresponding product or service. Again, this kind of traffic is favoured by Google and is treated as a valuable rank signal within its algorithm.
Telemarketing
Telemarketing may be the most uncomfortable traditional marketing strategy to implement, but you can always hire someone else to call people for you.
To make telemarketing more successful for your business, you need to obtain a high-quality list of leads. Make sure the leads are interested in the type of products or services that you are selling.
Most people will ask for a website as a validator. This enables you to direct targeted traffic straight to your site, increasing traffic, time on site and page views, all of which can improve your site ranking.
What’s more, your telemarketing strategy can be hyper-specific with a view to targeting certain pages.
Telemarketing is also a fairly cheap marketing strategy. You can engage thousands of people in targeted calls and even get them to use Google as the means of finding your site.
Searches that use branded keywords in order to find products and services through Google send a strong message to Google about that brand’s reputation and service or product offerings and are a key component in any good SEO strategy.
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oercommons
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2025-03-18T00:36:38.905656
|
02/25/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63326/overview",
"title": "6 Traditional Marketing Strategies That Can Help Your SEO",
"author": "Ana-Maria Sanders"
}
|
https://oercommons.org/courseware/lesson/115432/overview
|
The African Diaspora and Economic Development Lesson
Overview
After a discussion about the African diaspora, students will break into small group and read contemporary secondary sources about global migration, the African diaspora and economic development in Africa, and the Chinese government's response to the African diaspora during the coronavirus pandemic. Students will then share their findings with the class via a shared Google presentation. The learning objectives of this lesson are for students to explain contemporary geographic effects of migration, analyze relationships among and between places to reveal important spatial patterns, explain how government initiatives may affect economic development, and explain the causes and geographic consequences of recent economic changes, such as growing interdependence in the world economy.
Attachments
The attachment for this resource is a lesson plan for a lesson that aligns the African diaspora and economic development with the AP Human Geography curriculum.
About This Resource
The sample assignment included here was submitted by a participant in a one-day virtual workshop entitled, "Teaching the Global African Diaspora" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event.
This resource was contributed by Francis Coffey, a high school educator in Virginia.
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oercommons
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2025-03-18T00:36:38.923952
|
Alliance for Learning in World History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115432/overview",
"title": "The African Diaspora and Economic Development Lesson",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/73048/overview
|
Openstax Elementary Algebra 2e Text: Solving Equations
Solving Equations
Systems of Equations Module
Algebra 1 NOYCE Module
Overview
The two modules contain lessons on Solving Systems of Equations and Solving Equations. Each module contains days of instruction as well as homework problems. The first module contains a Geogebra assessment and the second includes a Jeopardy game.
Systems of Equations
Overview: Integrated Algebra and Tech Lessons
Education Level: Highschool, 9th grade
This module follows the Openstax Elementary Algebra 2nd Edition textbook. The following module consists of 3 lessons of content, a Geogebra introductory webquest and a small systems of equations project assessment. The lessons are written as followed:
- Graphing Systems of equations and substitution
- Solving systems by elimination and matrices
- Systems applications
- Geogebra webquest
- Systems project/assessment
The first lesson consists of learning the different solutions of systems of equations using graphing, as well as how to use the substitution method. The second lesson consists of how to solve by elimination and how to insert them into matrices. The third lesson consists of applications including a chemistry example. The 4th day consists of a geogebra quest, where students will go through a worksheet on how to use geogebra. The 5th day consists of working on the project where students are to build their own application problem, graph it in geogebra, solve by either elimination or substitution, and interpret their solutions.
The lessons are planned for 50-minute instruction. The first three lessons consists of an opener, that allows students to use their background knowledge that will help them with the lecture. The lecture that provides instruction on how to go about the following lesson. A closure that includes problems following the lecture. These problems can be done in a group or alone. Lastly, practice problems that can be done as homework.
The lessons follow in one PowerPoint. Be sure to look at the notes written in the PowerPoint. The practice problem work sheets follow on this PDF as well as their answer keys.
This module may be used and rearranged to fit your school’s curriculum.
Solving Equations
This module follows the Openstax Elementary Algebra 2nd Edition textbook. The following module consists of 4 lessons and a jeopardy review game. The lessons are written as followed:
- Equations with variables and constants on both sides
- Using a general strategy to solve linear equations
- Solving Formulas for a specific variable
- Physics applications
The first three lessons consist of building and manipulating equations. This then allows students to rearrange their formulas to find fast solutions to problems. These lessons build up to applications that allow students to receive a preview of physics formulas and applications.
The lesson is planned for 50-minute instruction. Each lesson consists of an opener, that allows students to use their background knowledge that will help them with the lecture. The lecture that provides instruction on how to go about the following lesson. A closure that includes problems following the lecture. These problems can be done in a group or alone. Lastly, practice problems that can be done as homework.
The lessons follow in one PowerPoint. Be sure to look at the notes written in the PowerPoint. The practice problem work sheets follow on this PDF as well as their answer keys.
This module may be used and rearranged to fit your school’s curriculum.
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oercommons
|
2025-03-18T00:36:38.953622
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73048/overview",
"title": "Algebra 1 NOYCE Module",
"author": "Lecture Notes"
}
|
https://oercommons.org/courseware/lesson/106624/overview
|
OREGON MATH STANDARDS (2021): [HS.DR]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: HS.DR.A.1
Cluster: HS.DR.A - Formulate Statistical Investigative Questions
STANDARD: HS.DR.A.1
Standards Statement (2021):
Formulate multivariable statistical investigative questions and determine how data from samples can be collected and analyzed to provide an answer.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.A.1, 7.DR.A.1, 8.DR.A.1 | N/A | N/A | HSS.IC.A.1 HS.DR.A Crosswalk |
Standards Guidance:
Clarifications
- Focus on supporting students to understand and ask questions about how data could be collected.
- As students engage in multivariable thinking, the types of statistical investigative questions should expand to include questions concerning association and prediction.
- Students pose statistical investigative questions for a particular sample to determine any association of the variables of interest for that sample.
Terminology
- A statistical investigative question is one that requires data that will vary.
- Statistical questions are set in a context where one wants to know something; are based in variability or uncertainty; are data based; and are approximations/estimates from data analysis.
- Deterministic questions are based upon exact calculations or theoretical deductions elicited from prior certain knowledge.
- A sample is a subset of a population.
- Samples are taken when examining the entire population is not possible or feasible.
Teaching Strategies
- This is an opportunity for students to create a survey, collect data, and use graphical displays, sample statistics or two way tables to help estimate population parameters which are unknown values.
- It is important to understand samples used on social media or in the news.
Progressions
- CCSS - (HSS.IC.A.1) Understand the process of statistical reasoning, formulate questions, collect, analyze, and interpret data to answer statistical investigative questions.
- GAISE II - (1.C.1) Formulate multivariable statistical investigative questions and determine how data can be collected and analyzed to provide an answer
Examples
- Students can distinguish between situations where a small group (e.g., a classroom) is the entire population (census) and when it is a sample from a larger population (e.g., the classroom is used to answer a question about an entire grade level in a school).
- “Given a list of the arm spans of 9th grade students, what can be predicted about the heights of those students?”
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.A.2
Cluster: HS.DR.A - Formulate Statistical Investigative Questions
STANDARD: HS.DR.A.2
Standards Statement (2021):
Formulate summative, comparative, and associative statistical investigative questions for surveys, observational studies, and experiments using primary or secondary data.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.A.1, 7.DR.A.1, 8.DR.A.1 | N/A | N/A | HSS.IC.B.3 HS.DR.A Crosswalk |
Standards Guidance:
Clarifications
- Students will draft statistical questions for which appropriate data can be collected and analyzed to answer the statistical investigative question.
- Students will use appropriate sampling techniques, critique a poorly constructed survey, and make suggestions for good questions.
- Students should understand the advantages and disadvantages of each data collection method for specific statistical questions.
- For experimental studies, students are able to identify, discuss, and explain the aspects of best statistical practice for designing an experimental study, including: (1) the clear identification of the statistical question to be investigated; (2) the variables under investigation; and the random selection of experimental units and/or (3) random assignment of treatments for experimental studies.
Terminology
- Types of statistical investigative questions include:
- Summative questions can be answered using quantitative measures of center and variability for numerical data sets (6.DR.B.2).
- Comparative questions can be answered using numerical data from random samples to compare between two populations (7.DR.D.4).
- Associative questions can be answered using bivariate quantitative data to investigate patterns of association between two quantities (8.DR.D.4).
- Types of data collections could include:
- Surveys involve the collection of data from a pre-defined group to gain insight and information about the statistical investigative question.
- Observational studies measure a sample as it is without attempting to influence the results.
- Experiments involve the use of a treatment to explore the effects of the treatment on a sample.
- Types of data include:
- Primary data is collected through first-hand sources such as surveys, experiments, and other studies.
- Secondary data is obtained from previously conducted studies or research.
Progressions
- GAISE II - (1.C.2) Pose summary, comparative, and association statistical investigative questions for surveys, observational studies, and experiments using primary or secondary data
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.A.3
Cluster: HS.DR.A - Formulate Statistical Investigative Questions
STANDARD: HS.DR.A.3
Standards Statement (2021):
Formulate inferential statistical investigative questions regarding causality and prediction from correlation.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.A.1, 7.DR.A.1, 8.DR.A.1 | N/A | N/A | HSS.ID.C.9 HS.DR.A Crosswalk |
Standards Guidance:
Clarifications
- Students pose statistical investigative questions for a particular sample to determine any association of the variables of interest for that sample.
- Students should be able to understand the magnitude of a correlation coefficient represents the strength of association; understand and able to calculate a residual; understand that any straight line other than the best fit line (by least squares) will have a larger sum of squared residuals than the best fit line.
Boundaries
- Understand and explain the difference between correlation and causation. It is important for students to discover and understand that strong correlation does not indicate causation.
Progressions
- CCSS - (HSS.ID.C.9) Distinguish between correlation and causation.
- GAISE II - (1.C.3) Pose inferential statistical investigative questions regarding causality and prediction.
Examples
- Determine if statements of causation seem reasonable or unreasonable and justify reasoning.
- Correlation coefficients of r =‐.65 and r = .65 indicate the same strength.
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.A.4
Cluster: HS.DR.A - Formulate Statistical Investigative Questions
STANDARD: HS.DR.A.4
Standards Statement (2021):
Use mathematical and statistical reasoning to formulate questions about data to evaluate conclusions and assess risks.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.A.1, 7.DR.A.1, 8.DR.A.1 | N/A | N/A | HSS.IC.B.6 HS.DR.A Crosswalk |
Standards Guidance:
Clarifications
- Focus of standard is supporting students to evaluate data presented in reports to evaluate conclusions and/or assess risks.
- Understand different ways in which number appear in everyday discussions of government, business, scientific results, and personal activities.
- Apply mathematical and statistical knowledge to inform and make decisions students face or many need to evaluate in society.
Teaching Strategies
- Generate reasonable estimates and use scale to place quantities in context.
- Interpret visual representations of data to assess conclusions and risks
- Locate data to assess validly of claims and conclusions.
Progressions
- CCSS – (HSS.IC.B.6) Evaluate reports based on data.
- NCTM Essential Skills - Mathematical and statistical reasoning about data can be used to evaluate conclusions and assess risks.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.B.5
Cluster: HS.DR.B - Collect and Consider Data
STANDARD: HS.DR.B.5
Standards Statement (2021):
Articulate what constitutes good practice in designing a sample survey, an experiment, and an observational study. Understand issues of bias and confounding variables in a study and their implications for interpretation.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.B.2, 7.DR.B.2, 8.DR.B.2 | N/A | N/A | n/a HS.DR.B Crosswalk |
Standards Guidance:
Clarifications
- Students are able to identify, discuss, and explain the aspects of best statistical practice for designing an experimental study, including:
- the clear identification of the statistical question to be investigated;
- the variables under investigation; and
- the random selection of experimental units and/or the random assignment of treatments to the experimental units.
- Students should be able to describe the ethical consequences of their experiments and analyses.
- Practices for handling data that enhance reproducibility and ensure ethical use include providing descriptions of alterations to collected data, proper treatment of sensitive information, maintaining the confidentiality of data and experimental units, and using Institutional Review Boards to review study designs.
Teaching Strategies
- Students should be able to design and conduct comparative experiments using random assignment and demonstrate correct methods for planning data collection for comparison of treatments.
- Students should be able to randomly assign treatments to experimental units.
- Students provide or select appropriate interpretations of graphical displays and numerical summaries to compare two or more groups in the context of a study.
Progressions
- GAISE II - (2.C.3) Understand what constitutes good practice in designing a sample survey, an experiment, and an observational study
- NCTM Essential Skills –
- The role of randomization is different in randomly selecting samples and in randomly assigning subjects to experimental treatment groups.
- The larger the sample size, the less the expected variability in the sampling distribution of a sample statistic.
2021 Oregon Math Guidance: HS.DR.B.6
Cluster: HS.DR.B - Collect and Consider Data
STANDARD: HS.DR.B.6
Standards Statement (2021):
Distinguish and choose between surveys, observational studies, and experiments to design an appropriate data collection that answers an investigative question of interest.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.B.2, 7.DR.B.2, 8.DR.B.2 | N/A | N/A | HSS.IC.B.4 HS.DR.B Crosswalk |
Standards Guidance:
Clarifications
- Students should understand the advantages and disadvantages of each data collection method for specific statistical questions.
- Students should be able to design and conduct comparative experiments using random assignment, or non-experimental designs when random assignment is not possible, and demonstrate correct methods for planning data collection for comparison of treatments.
Terminology
- Surveys involve the collection of data from a pre-defined group to gain insight and information about the statistical investigative question.
- Observational studies measure a sample as it is without attempting to influence the results.
- Experiments involve the use of a treatment to explore the effects of the treatment on a sample.
- For experimental designs, students should be able to randomly assign treatments to experimental units.
- Nonexperimental research is research that lacks the manipulation of an independent variable, random assignment of participants to conditions or orders of conditions, or both.
- Examples of non-experimental research could include case studies, focus groups, interviews, correlational or quasi-experimental research, or qualitative studies.
Boundaries
- Limit to population proportion, graphical representations, and visual overlap.
Progressions
- CCSS - (HSS.IC.B.4) Use data from a randomized experiment to compare two treatments to decide if differences between parameters are significant based on the statistics.
- GAISE II - (2.C.2) Distinguish between surveys, observational studies, and experiments.
- NCTM Essential Skills - Study designs are of three main types: sample survey, experiment, and observational study.
Examples
2021 Oregon Math Guidance: HS.DR.B.7
Cluster: HS.DR.B - Collect and Consider Data
STANDARD: HS.DR.B.7
Standards Statement (2021):
Apply an appropriate data collection plan when collecting primary data or selecting secondary data for the statistical investigative question of interest.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.B.2, 7.DR.B.2, 8.DR.B.2 | N/A | N/A | HSS.ID.B.5 HS.DR.B Crosswalk |
Standards Guidance:
Clarifications
- Students will use appropriate sampling techniques, critique a poorly constructed survey, and make suggestions for good questions.
- Students should identify types of displays that are appropriate for categorical data versus quantitative (numerical) data.
- Students should have opportunities to analyze meaningful, real-life data and recognize possible associations and trends in the data.
- Students should understand and apply concepts of sample space to describe categorical data.
Terminology
- Primary data is collected through first-hand sources such as surveys, experiments, and other studies.
- Secondary data is obtained from previously conducted studies or research.
Boundaries
- Students should consider features such as whether the population is well-defined, whether the sampling procedure is random or non-random, and whether the objectivity or bias of questions will result in valid/invalid answers.
Teaching Strategies
- Students may use spreadsheets, graphing calculators, and statistical software to create frequency tables and determine associations or trends in the data.
- Recognize the association between two variables by comparing conditional and marginal percentages.
- Describe patterns observed in the data
Progressions
- GAISE II - (2.C.1) Apply an appropriate data collection plan when collecting primary data or selecting secondary data for the statistical investigative question of interest.
- NCTM Essential Skills - The scope and validity of statistical inferences are dependent on the role of randomization in the study design.
Examples
- Read, interpret and write clear summaries of data displayed in a two-way frequency table.
- Calculate joint, marginal, and conditional relative frequencies.
- Make appropriate displays of joint, marginal, and conditional distributions.
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.C.8
Cluster: HS.DR.C - Analyze Data
STANDARD: HS.DR.C.8
Standards Statement (2021):
Identify appropriate ways to summarize and then represent the distribution of univariate and bivariate data multiple ways with graphs and/or tables. Use technology to present data that supports interpretation of tabular and graphical representations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.C.3, 7.DR.C.3, 8.DR.C.3 | N/A | N/A | HSS.ID.A.1 HSS.ID.B.6 HS.DR.C Crosswalk |
Standards Guidance:
Clarifications
- Students should identify types of displays that are appropriate for categorical data versus quantitative (numerical) data.
- Students should be able to construct scatterplots, and describe positive, negative or no relationship.
- Strength of association is demonstrated by degree of spread about the line of best fit in a scatterplot.
- Numerical data can be displayed visually with graphs, such as using dot plots, histograms, and box plots, to discover patterns and deviations from patterns.
- Students should use spreadsheets, graphing calculators, or statistical software to analyze data.
Terminology
- Univariate data involves describing a single variable, such as student ages or student heights.
- Bivariate data involves relationships between two variables, such as comparing the age of a student and their height.
Teaching Strategies
- This is an extension of middle school expectations where students display data on dot and box plots.
- Opportunity for students to collect and graph their own data and use modeling to fit a function to the data; use a function fitted to data to solve problems in the context of the data. (Emphasize linear models.)
- Students should be able to fluently utilize dot plots, histograms, and box plots to represent data.
Progressions
- GAISE II – (3.C.2) Identify appropriate ways to summarize quantitative or categorical data using tables, graphical displays, and numerical summary statistics, which includes using standard deviation as a measure of variability and a modified boxplot for identifying outliers.
Examples
- Analyze the strengths and weakness inherent in different types of visual data representations.
- Describe and give simple conclusions and interpretations of a graphical representation of data.
- Fit a linear function for a scatter plot that suggests a linear association.
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.C.9
Cluster: HS.DR.C - Analyze Data
STANDARD: HS.DR.C.9
Standards Statement (2021):
Use statistics appropriate to the shape of the data distribution to compare the center and spread of two or more different data sets.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.C.3, 7.DR.C.3, 8.DR.C.3 | N/A | N/A | HSS.ID.A.2 HSS.ID.A.4 HS.DR.C Crosswalk |
Standards Guidance:
Clarifications
- Students should have the opportunity to gain an understanding of this concept through the use of technology tools.
- Students should use the meaning of mean absolute deviation (MAD) learning in sixth grade to interpret the meaning of standard deviation.
- Students were first introduced to the concept of MAD as a tool for comparing variability of multiple data sets in sixth grade mathematics.
- Students should be able to construct scatterplots, and describe positive, negative or no relationship.
- Data may be displayed using histograms, dot plots, or smooth normal curves.
Boundaries
- Quantitative data can be described in terms of key characteristics: measures of shape, center, and spread.
- Measures of center include the mean, median, and mode.
- Measures of spread include the range, interquartile range, and standard deviation.
- The shape of a data distribution might be described as symmetric, skewed, uniform, or bell shaped, and it might be summarized by a statistic measuring center (such as mean or median) and a statistic measuring spread (such as standard deviation or interquartile range).
Progressions
- GAISE II –
- (3.C.6) Describe associations between two categorical variables using measures such as difference in proportions and relative risk
- (3.C.7) Describe the relationship between two quantitative variables by interpreting Pearson’s correlation coefficient and a least-squares regression line
- NCTM Essential Skills - Distributions of quantitative data (continuous or discrete) in one variable should be described in the context of the data with respect to what is typical (the shape, with appropriate measures of center and variability, including standard deviation) and what is not (outliers), and these characteristics can be used to compare two or more subgroups with respect to a variable.
Examples
2021 Oregon Math Guidance: HS.DR.C.10
Cluster: HS.DR.C - Analyze Data
STANDARD: HS.DR.C.10
Standards Statement (2021):
Use data to compare two groups, describe sample variability, and decide if differences between parameters are significant based on the statistics.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.C.3, 7.DR.C.3, 8.DR.C.3 | N/A | N/A | HSS.ID.A.3 HSS.IC.B.5 HS.DR.C Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to describe how population estimates may be overstated or understated due to the presence of outliers.
- Students should be able to describe how missing or erroneous values can lead to biased or inaccurate estimations.
- Strength of association is demonstrated by degree of spread about the line of best fit in a scatterplot.
- Students should be able to recognize how sampling variability is influenced by sample size.
Teaching Strategies
- Use data from multiple sources to interpret differences in shape, center and spread
- Discuss the effect of outliers on measures of center and spread.
- Use the 1.5 IQR rule to determine the outliers and analyze their effects on the data set.
Progressions
- CCSS – (HSS.ID.A.3) Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
- GAISE II – (3.C.4) Understand how sampling distributions (developed through simulation) are used to describe the sample-to-sample variability of sample statistics
- NCTM Essential Skills - Analyzing the association between two quantitative variables should involve statistical procedures, such as examining (with technology) the sum of squared deviations in fitting a linear model, analyzing residuals for patterns, generating a least-squares regression line and finding a correlation coefficient, and differentiating between correlation and causation.
Examples
- Students should use spreadsheets, graphing utilities and statistical software to identify outliers and analyze data sets with and without outliers as appropriate.
- Using the 1.5 IQR rule on data set {5,7,8,10,11,12,30}, 30 is determined to be an outlier since it is greater than 19.5, which is the 1.5*IQR +12 (the 3Q).
2021 Oregon Math Guidance: HS.DR.D.11
Cluster: HS.DR.D - Interpret data and answer investigative questions
STANDARD: HS.DR.D.11
Standards Statement (2021):
Use statistical evidence from analyses to answer statistical investigative questions, and communicate the findings in a variety of formats (verbal, written, visual) to support informed data-based decisions.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.D.4, 7.DR.D.4, 8.DR.D.4 | N/A | 8.AFN.B.4, HS.AFN.A.3 | HSS.ID.C.7 HS.DR.D Crosswalk |
Standards Guidance:
Clarification
- Identify when data can be generalized to a target population.
- Samples must be randomly selected from the appropriate population to allow for generalizations that extend beyond the sample from which the data were collected.
- Sampling procedures that are not random do not allow for generalizations to the sampled population because they may be biased.
- Evidence could be interpreted from data displays such as histograms, dot plots, or smooth normal curves.
Teaching Strategies
- Students should be able to recognize that sample statistics vary with repeated sampling.
- Students should be able to interpret the sampling variability in a summary statistic.
- Students should be able to interpret the sampling variability from simulation studies of statistics.
- Students should be able to recognize how sampling variability is influenced by sample size.
- Recognize that there are data sets for which the empirical rule is not appropriate.
Progressions
- GAISE II – (4.C.1) Use statistical evidence from analyses to answer the statistical investigative questions and communicate results through more formal reports and presentations
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.D.12
Cluster: HS.DR.D - Interpret data and answer investigative questions
STANDARD: HS.DR.D.12
Standards Statement (2021):
Articulate what it means for an outcome or an estimate of a population characteristic to be plausible or not plausible compared to chance variation.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.D.4, 7.DR.D.4, 8.DR.D.4 | N/A | N/A | HSS.ID.C.8 HS.DR.D Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to decide whether an observed difference is something that would be likely to be observed by chance and whether this difference has any practical meaning.
- Students recognize that significance is demonstrated by a result that is unlikely to occur by chance
- Students recognize that statistical, but not practical, significance is influenced by sample size.
Teaching Strategies
- Students should use spreadsheets, graphing calculators and statistical software to represent data, describe how the variables are related, fit functions to data, perform regressions, and calculate residuals and correlation coefficients.
- Students should be given the opportunity to utilize interactive graphing technologies to interpret the correlation coefficient, r.
- Students should be able to use the correlation coefficient, r, to make predictions and describe the reasonableness of the prediction in the context of a practical, real-life situation.
- Explain that the correlation coefficient must be between −1 and 1 inclusive and explain what each of these values means.
- Determine whether the correlation coefficient shows a weak positive, strong positive, weak negative, strong negative, or no linear correlation. Interpret what the correlation coefficient is telling about the data.
Progressions
- GAISE II – (4.C.3) Understand what it means for an outcome or an estimate of a population characteristic to be plausible or not plausible compared to chance variation
- NCTM Essential Skills - Data-analysis techniques can be used to develop models of contextual situations and to generate and evaluate possible solutions to real problems involving those contexts.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.D.13
Cluster: HS.DR.D - Interpret data and answer investigative questions
STANDARD: HS.DR.D.13
Standards Statement (2021):
Use multivariate thinking to articulate how variables impact one another, and measure the strength of association using correlation coefficients for regression curves.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.DR.D.4, 7.DR.D.4, 8.DR.D.4 | N/A | N/A | HSS.ID.C.9 HS.DR.D Crosswalk |
Standards Guidance:
Clarifications
- As students engage in multivariable thinking, the types of statistical investigative questions should expand to include questions concerning association and prediction.
- Students should be able to identify contexts where a change in one attribute may be related to a change in another attribute.
- Students should be able to describe how population estimates may be overstated or understated due to the presence of outliers.
- Students should be able to describe how missing or erroneous values can lead to biased or inaccurate estimations.
Boundaries
- Students should be able to provide a reasonable estimate of the Pearson's correlation coefficient (r) for a scatterplot; identify linear and non‐linear relationships in scatterplots; correctly interpret the strength of a linear relationship based on r.
- Students should be able to understand the magnitude of a correlation coefficient represents the strength of association; understand and able to calculate a residual; understand that any straight line other than the best fit line (by least squares) will have a larger sum of squared residuals than the best fit line.
Teaching Strategies
- Opportunity to connect the concept of distinguishing between correlation and causation as students interpret data.
- Understand and explain the difference between correlation and causation. It is important for students to discover and understand that strong correlation does not indicate causation.
Progressions
- GAISE II – (4.C.6) Use multivariate thinking to understand how variables impact one another.
- NCTM Essential Skills - Making and defending informed data-based decisions is a characteristic of a quantitatively literate person.
Examples
- Determine if statements of causation seem reasonable or unreasonable and justify reasoning.
- Correlation coefficients of r =‐.65 and r = .65 indicate the same strength.
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.E.14
Cluster: HS.DR.E - Understand independence and conditional probability and use them to interpret data
STANDARD: HS.DR.E.14
Standards Statement (2021):
Describe the possible outcomes for a situation as subsets of a sample space.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.RP.B.4, 7.RP.B.5, 7.RP.B.6, 7.RP.B.7 | N/A | N/A | HSS.CP.A.1 HS.DR.E Crosswalk |
Standards Guidance:
Progressions
- This provides an opportunity for students to engage with finding the outcomes of situations which include words such as and, or, not, if, and all, and to grammatical constructions that reflect logical connections.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: HS.DR.E.15
Cluster: HS.DR.E - Understand independence and conditional probability and use them to interpret data
STANDARD: HS.DR.E.15
Standards Statement (2021):
Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.RP.B.6, 7.RP.B.7 | N/A | N/A | HSS.CP.A.5 HS.DR.E Crosswalk |
Standards Guidance:
Examples
- Compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.
- Illustrative Mathematics:
|
oercommons
|
2025-03-18T00:36:39.172600
|
07/11/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106624/overview",
"title": "OREGON MATH STANDARDS (2021): [HS.DR]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/123006/overview
|
Worms Poster
Overview
Information for Educators
- Children who are infected with worms affect their nutrition and overall health.
- The prevention of worms is important. Without prevention and improved hygiene, children get worms again and again
- It’s important to understand that animals and especially pigs are part of the worm-to-human infection loop. Eating undercooked meat contaminated with worms can be a source of worm infection.
- The WHO recommended medicines – albendazole (400 mg) and mebendazole (500 mg) – are effective, inexpensive and easy to administer by non-medical personnel (e.g. teachers). They have been through extensive safety testing and have been used in millions of people with few and minor side-effects. Both medicines are donated to national ministries of health through WHO in all endemic countries for the treatment of several groups of people including all children of school age.
- One way to remember the way germs and worms spread is that they all start with the letter, F (fingers,
- flies, fields, fluids).
- It is good to encourage girls to wipe themselves so that germs from the anus do not go to close to the vulva.
Frequently Asked Questions About Our Posters, Basket of Activities
Worms Poster
Who is the poster for? Educators of many kinds, parents & children aged 10-14.
Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups etc.
Is it enough for children to learn the messages? The messages are designed to be ‘doorways’ to discussion & action. They are for children to understand & use, not just to memorise.
Why are the faces of the people on the poster multi-ethnic? Children for Health has a global audience, so we use multi-ethnic faces on our posters.
How do I use the messages? Be creative! Focus on one topic for a week, month or term!
|
oercommons
|
2025-03-18T00:36:39.192698
|
12/13/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123006/overview",
"title": "Worms Poster",
"author": "Clare Hanbury"
}
|
https://oercommons.org/courseware/lesson/123152/overview
|
Immunisation Poster
Overview
• Who is the poster for? Educators of many kinds, parents & children aged 10-14.
• Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups, etc.
• Is it enough for children to learn the messages? The messages are designed as ‘doorways’ to children’s discussion & action. They are to understand & use, not just to memorize.
• Who is the poster for? Educators of many kinds, parents & children aged 10-14.
• Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups, etc.
Is it enough for children to learn the messages? The messages are designed as ‘doorways’ to children’s discussion &
• Is it enough for children to learn the messages? The messages are designed as ‘doorways’ to children’s discussion & action. They are to understand & use, not just to memorize.
e poster multi-ethnic? Children for Health has a global audience, so we use
• Why are the faces of the people on the poster multi-ethnic? Children for Health has a global audience, so we use multi-ethnic faces on our posters.
• How do I use the messages? Be creative! Focus on one topic for a week, month or term!
|
oercommons
|
2025-03-18T00:36:39.210786
|
Clare Hanbury
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123152/overview",
"title": "Immunisation Poster",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/123023/overview
|
Corgi Natural Resources and Natural Hazards
Overview
In unit, students will explore different natural resources humans depend on and map and predict future natural hazards. They will understand the relationship of geographic distributions of natural resources, renewable and nonrenewable resources of groundwater, and natural hazards.
Corgi Co-organize your learning
CorgiCo-organize your learning |
Unit & Lesson Plans
Natural Resources and Natural Hazards
Subject: Science
Grade level: Middle School
Guides: Claim, Evidence, Reasoning (CER), Comparison, Question Exploration
Standards: NGSS, Common Core - ELA
Introduction
Thank you for your interest in Unit & Lesson Plans for the Corgi application!
The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning.
Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards.
Each lesson utilizes the 5E Instructional Model to guide implementation.
Table of Contents
What is included in this Unit?
Universal Design for Learning (UDL) Suggestions
Lesson 1: Unequal Distribution of Earth’s Resources
Universal Design for Learning (UDL) Suggestions
Lesson 2: Renewable and Nonrenewable Groundwater
Universal Design for Learning (UDL) Suggestions
Lesson 3: Predicting Natural Hazards
Universal Design for Learning (UDL) Suggestions
Unit Plan
Unit Synopsis
In this 3-lesson unit, students will explore different natural resources humans depend on and map and predict future natural hazards. They will understand the relationship of geographic distributions of natural resources, renewable and nonrenewable resources of groundwater, and natural hazards.
Learning Goal
Students will understand the relationship between unequal geographic distributions of Earth’s resources, groundwater as a renewable and nonrenewable energy resource, and how scientists predict the location and likelihood of future natural hazard events.
Main Ideas
- Earth’s natural resources such as metal ores, fossil fuels, and fertile soil are distributed unevenly across the world.
- Groundwater is considered both a renewable and nonrenewable resource.
- Mapping volcanic and earthquake movement, along with weather conditions can help scientists predict the location and likelihood of future natural hazards.
Standards
Next Generation Science Standards:
MS-ESS3-1. Students who demonstrate understanding can construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-2. Students who demonstrate understanding can analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Disciplinary Core Ideas:
Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.
Common Core State Standards:
ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
What is included in this Unit?
Several key pieces are included to help you build your own unit or support a unit you have already created.
Each lesson in this unit contains:
- Essential question for students
- Key Terms
- Resources
- Lesson narrative that follows the 5E model of science instruction
- Corgi guide
- Universal Design for Learning (UDL) Suggestions
This unit includes a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org.
Lesson Plans
| Lesson 1 | Unequal Distribution of Earth’s Resources | Claim, Evidence, and Reasoning Guide |
| Lesson 2 | Renewable and Nonrenewable Groundwater | Comparison Guide |
| Lesson 3 | Predicting Natural Hazards | Question Exploration Guide |
Methods of Assessment
Option A: Use your district’s current curriculum and suggested assessment to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Design Suggestions
Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles:
- Design multiple means of engagement
- Design multiple means of representation
- Design multiple means of action and expression
CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice.
While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit.
Anticipate Potential Barriers
The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers with the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.)
The design of the unit/lessons may need to do more to spark students’ curiosity based on their unique interests, goals, and contexts. The design may need to better emphasize why the topics are meaningful and important to explore. The design may also need to more fully support students to make connections to their own lives, communities, and questions they care about.
It is also important to recognize that this unit may have some emotionally triggering subject matter due to experiences or childhood fears. Specifically, the content in Lesson 3: Predicting Natural Hazards that explores natural hazards and natural disasters may surface feelings of anxiety and/or discomfort for some students.
Are there barriers to the representation of content? (oral, written, etc.)
These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions, or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Finally, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments.
Are there barriers to action and expression? (writing, speaking, planning, etc.)
While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities.
Address Learner Variability
Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique.
How will you address barriers to engagement?
The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement:
- Are there options for choice, relevancy, and minimizing distractions?
- Are there options for sustaining effort and persistence?
- Are there options for supporting and developing self-regulation and self-assessment?
Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson.
With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, students can explore their cities preparedness plans or discuss the purpose of drills that may be used in their schools. Or, students could be encouraged to share an article from a local newspaper about issues affecting the community.
With regard to barriers around emotionally intense content, particularly in Lesson 3: Predicting Natural Hazards, consider front loading the subject matter of the lessons for students and invite them to have a conversation with you about any anxieties the content may generate for them. Consider building in choice in terms of the natural hazards that students explore. Work with students to co-design other options and/or supports that they may need to engage with the lesson goal in ways that feel comfortable and supportive.
Finally, we encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit.
How will you address barriers to representation?
The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation:
- Are there options for audio/visual/display of info?
- Are there options to access language, math, and symbols?
- Are there options to build background knowledge, construct meaning, and generate new understandings? and highlight key patterns?
The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity.
With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, free screen readers such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform.
We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit.
How will you address barriers to action and expression?
The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to acting on ideas and communicating:
- Are there options for physical action?
- Are there options for multiple communication tools?
- Are there options for varying levels of support?
- Are there options for goal setting, strategy development, and self-monitoring?
The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit
With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand.
We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit.
Review the following link for a complete interactive overview of the UDL Guidelines.
Lesson 1: Unequal Distribution of Earth’s Resources
Essential Question
Why is there an unequal geographic distribution of Earth’s resources such as metal ores, fossil fuels and fertile soil?
Key Terms
Geologic process
Plate tectonics
Temperate or tropical regions
Erosion
Deposition
Renewable resource
Nonrenewable resource
Fertile soil
Weathering
Resources
Video: One Earth - Environmental Short Film
Video: ESS3 1 Uneven Distribution of Resources (stop at minute marker 9:26)
Video: Renewable and Nonrenewable Resources | Rap Video by SquidBooks
Video: Renewed Energy Song
Website: Distribution of Resources | National Geographic Society
Website: How Much Soil Is There? | Earth Science Week
Website: Soil Formation
Sample Corgi Guide: Claim, Evidence, Reasoning - Unequal Distribution of Earth’s Resources (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Claim, Evidence, Reasoning Guide with each student via email or Google Classroom.
The class reviews the Claim, Evidence, Reasoning Guide steps together.
The instructor introduces the essential question to the class and directs each student to complete Step 1 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What do you know about metal ores?
- What do you know about fossil fuels?
- What do you know about fertile soils?
The instructor shares a short film, One Earth - Environmental Short Film with the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Steps 2 and 3 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to investigate Distribution of Resources | National Geographic Society which helps students to build their own understanding of natural resources through common experiences and build vocabulary for whole group discussion. The instructor also has the students explore Renewable and Nonrenewable Resources | Rap Video by SquidBooks and Renewed Energy Song to build understanding.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of the reason for the uneven distribution of natural resources, the instructor shares ESS3 1 Uneven Distribution of Resources and posts the following inquiries for students to independently explore:
- Why is copper ore found around subduction zones (areas where 2 tectonic plates collide)?
- Why are fossil fuel resources (coal, oil and natural gas) found in areas with marine sedimentary rock?
- Why is fertile soil found in temperate or tropical regions of Earth?
To support students to further enhance their understanding, have students engage in a soil activity, How Much Soil Is There? | Earth Science Week, and then explore an article on soil formation, Soil Formation. Then direct students to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Claim, Evidence, Reasoning’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: This lesson has been created with multiple short videos that include high interest material. The videos, however, are not presented sequentially. Students may struggle with sorting through the videos in an intentional way that deepens understanding.
- Addressing the barrier: Collaborate with students to sequence the videos in the ways that best supports their learning"
Potential barrier:
- Anticipating the barrier: The National Geographic resource has many mini resources in it that all students may not use.
- Addressing the barrier: Educators can customize several options for students to use depending on their familiarity and interest with the subject. Some students may choose to explore all of the resources to build background, while others may choose to engage with some key resources based on their interests and curiosities.
Lesson 2: Renewable and Nonrenewable Groundwater
Essential Question
Why is groundwater considered both a renewable and a nonrenewable resource?
Key Terms
Aquifer
Permeability
Aquifer recharge
Resources
Video: Our Thirsty World | National Geographic
Video: Crop Irrigation Is Closely Tied to Groundwater Depletion Around the World
Handout: Groundwater: Discovering Our Hidden Resource
Website: Groundwater Beneath the Surface
Handout: Groundwater use in the United States
Handout (optional): Most groundwater is effectively a non-renewable resource, study finds | CBC News
Handout (optional): Groundwater Basics | California State Water Resources Control Board
Website (optional): Exploring Groundwater Movement
Sample Corgi Guide: Comparison - Renewable and Nonrenewable Groundwater (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Comparison Guide with each student via email or Google Classroom.
The class reviews the Comparison Guide steps together.
The instructor introduces the essential question to the class and directs each student to complete Step 1 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What do you know about the water cycle?
- Do you know how much water is usable on earth?
- What are your thoughts on the use of water in the United States?
The instructor shares Our Thirsty World | National Geographic or Crop Irrigation Is Closely Tied to Groundwater Depletion Around the Worldwith the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 2, 3, and 4 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor makes sure the students understand the following concepts.
- What is groundwater?
- What is an aquifer?
- How does an aquifer charge and discharge?
- What is the residence time of groundwater?
The instructor invites students to explore Groundwater: Discovering Our Hidden Resource that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the information and invites students to share their findings for each inquiry question.
Explain:
To develop an understanding of renewable and nonrenewable groundwater, the instructor shows ‘Groundwater Beneath the Surface’ and posts the following inquiries for students to independently explore:
- Explain the causes of renewable groundwater.
- Explain the causes of nonrenewable groundwater.
- What are some of the challenges of groundwater?
To support students to further enhance their understanding, have students review the handout Groundwater use in the United States, and direct them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Comparison’ with their new understanding.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: Reading maps and data tables can pose barriers to students.
- Addressing the barrier: Collaborate with students to explore and make explicit the different ways to read maps and tables. Here are some additional videos/resources that might go further into reading maps that apply to water resources. These can be used in tandem to the current videos and resources or as replacements to the lesson’s other listed resources.
- Website: Tracking Water Using NASA Satellite Data
- H2O-NO! - Fresh Water Problems: Crash Course Kids #33.1
Lesson 3: Predicting Natural Hazards
Essential Question
How can scientists help predict the locations and likelihoods of future natural hazard events?
Key Terms
Natural hazard
Natural disaster
Resources
Video: Forecasting Natural Hazards | Rap Video by SquidBooksintro
Video: Natural Hazards Unit Intro
Video: Big Idea 8: Natural Hazards Affect Humans
Website: Read About Predicting Natural Disasters | Science for Grades 6-8 [Printable]
Video: ESS3B - Natural Hazards(end at 4:17)
Video: Natural Hazards: Crash Course Geography #27
Website: ‘Natural Hazards’
https://ca.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lp_nathazards/natural-hazards/
Website: Monitoring Instruments
Website: Tools Used to Measure Tornadoes | Sciencing
Website: Tools Used to Measure Hurricanes | Sciencing
Website (optional): Engineering to Prevent Natural Disasters: Save Our City! - Activity - TeachEngineering
Website (optional): Tsunami Data Sheet
Sample Corgi Guide: Question Exploration - Predicting Natural Hazards (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor shares a link to a blank Corgi Question Exploration Guide to each student via email or Google Classroom.
The class reviews the Question Exploration Guide steps together.
The instructor shows eitherForecasting Natural Hazards | Rap Video by SquidBooks as a way to engage students in the lesson. Have students discuss the main points of the introduction together.
The instructor introduces the essential question to the class and directs each student to complete Step 1 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- How can scientists predict volcanic eruptions?
- How can scientists predict earthquakes?
- How can scientists predict tornadoes?
- How can scientists predict hurricanes?
The instructor shares Big Idea 8: Natural Hazards Affect Humanswith the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Steps 2, 3, and 4 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to interact with the Read About Predicting Natural Disasters | Science for Grades 6-8 that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of the natural disasters, the instructor directs each student to watch, ESS3B - Natural Hazards and Natural Hazards: Crash Course Geography #27 and posts the following inquiries for students to independently explore:
- How are natural hazards and natural disasters related?
- What characteristics define a hazard or a disaster?
- How do human activities impact/create disasters?
- What can be done to prevent natural disasters?
- What can be done to address natural hazards?
To support students to further enhance their understanding about predicting natural hazards have students review tools for different hazards: Monitoring Instruments, Tools Used to Measure Tornadoes | Sciencing, and Tools Used to Measure Hurricanes | Sciencing and direct them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Question Exploration’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: This lesson is very focused on video elements and so many videos may present barriers to students developing or maintaining the through line of the lesson.
- Addressing the barrier: Teachers can create–or co-create with their students–scaffolded notes for learners, create idea maps for students to follow and build, or create structured journal/KWL posts to help learners organize their thoughts.
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oercommons
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2025-03-18T00:36:39.284067
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Lesson
|
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"url": "https://oercommons.org/courseware/lesson/123023/overview",
"title": "Corgi Natural Resources and Natural Hazards",
"author": "Activity/Lab"
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|
https://oercommons.org/courseware/lesson/85068/overview
|
Education Standards
Google Folder with most of the resources
Standards Alignment
Awesome Animal Actions (K-2)
Overview
This sequence of instruction was developed in the Growing Elementary Science Project to help elementary teachers who were working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
In this Unit of Instruction, students observe and act out animal behaviors, then observe animal behaviors for animals in their lives. They use these observations to determine what some animals' needs may be.
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
Storyline
( pdf version: https://bit.ly/3gmDD5Z )
How do different animals use their unique parts to survive and thrive?
| ||||
|---|---|---|---|---|
| Ask and ExploreIntroduce Phenomena or Problem | Carrying Out an InvestigationInvestigation – discussion questions- support student use of three-dimensions | Read, Write, Make SenseDiscuss Results- Read to gather information- Make Sense of our Ideas | Putting the Pieces TogetherBring together evidence from activities-synthesize- extending the learning based on student interest |
Engaging Students in Practices | Launch: Charades!
Teacher acts out an animal - no words or sounds allowed!
Teacher/students act out other animals, with probing questions after each one. (See slide notes for probing questions.)
Some prerecorded animal charades (no sound): https:
| Introduce the recording sheet, and explain options for using it:
Observation Recording Sheet: https: Jamboard version of recording Form (Will ask you to make a copy to your own google space.): https: Use a video clip to demonstrate filling in the recording sheet. Example videos: Collection of animal actions – pause after each for discussion. NOT LABELLED: https: Examples grouped by action:
Observation Analysis? Use the analysis sheet to summarize all of the students’ observations. Ask: Did all animals do the same actions in the | Data Analysis. Use student observations to create a summary of all behaviors observed: Data Analysis Sheet (PDF): Jamboard version (save a copy): https:
Here’s a Jamboard students can use to create a model of their thinking. (Save a copy to your space.): (Just drag and place words and images)
We’ve created a list of articles on NewsELA (Grade 2) and some suggested readaloud books that can be used to further explore animal actions: | Select which choice or choices to offer students for demonstrating their understanding of structure and function. Draw an ActionAnimal Charades and ExplanationCompare and ContrastMaking New Book PagesUpdating Book PagesAnimal PuppetsEach of these are described in the document: |
Family and Community Connections | AWESOME ANIMAL ACTION CHARADES See instruction sheet and action slips here: https: | ANIMAL OBSERVATIONS Students have a choice to observe domestic animals or wild animals they have near their homes. Observation and recording can be done as a family.
Observation Recording Sheet: https: Jamboard version of recording Form (Will ask you to make a copy to your own google space.): https: Example Sheet for Hummingbird: |
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Technology Considerations
|
| If students do not have the ability to observe animals in “real life,” access to video clips and/or webcams is required.
List of highlight videos and live webcams for a variety of animals: https:
|
| This will depend on the options on the choice board chosen by teachers and by students. |
Storyline Launch → → → → → Investigating → → → → → Sensemaking |
Materials
Awesome Animal Actions (K-2) Standards alignment: https://bit.ly/3B0AmB4
Some prerecorded animal charades (no sound): https://bit.ly/383Xxy6
Animal Charades Instructions and Cards: https://bit.ly/3mvLmCv
Observation Recording Sheet: https://bit.ly/3grmV5z
- Jamboard Version: https://bit.ly/3jaxWcW
- Example Sheet for Hummingbird: https://bit.ly/3B7qPbC
Example Animal Behavior Videos
- Collection of animal actions – pause after each for discussion. NOT LABELLED: https://bit.ly/2UFHPpF
- Examples grouped by action: https://bit.ly/3sEl0PU
List of highlight videos and live webcams for a variety of animals: https://bit.ly/2XRsP9B
Data Analysis Sheet
- (PDF): https://bit.ly/3B4rw5p
- Jamboard version (save a copy): https://bit.ly/384dLHz
Jamboard to create a model (Save a copy to your space.): https://bit.ly/3zbmNhS
Reading and Read-Aloud Suggestions: https://bit.ly/3kiU9VF
Sensemaking Activities Choice Board: https://bit.ly/3DbD1K1
Google Folder with most of these resources: https://bit.ly/3D9C1Gv
Standards Alignment
This document lists the Science AND ELA standards that are/can be addressed with these materials - at the Kindergarten, First Grade and Second Grade levels.
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oercommons
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2025-03-18T00:36:39.342682
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Jeff Ryan
|
{
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"url": "https://oercommons.org/courseware/lesson/85068/overview",
"title": "Awesome Animal Actions (K-2)",
"author": "Clancy Wolf"
}
|
https://oercommons.org/courseware/lesson/82432/overview
|
WY.SCI.1.PS4.2
Wyoming Science Content and Performance Standards
Grade 1
Learning Domain: Waves & Their Application in Technologies for Information Transfer
Standard: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
WY.SCI.1.PS4.3
Wyoming Science Content and Performance Standards
Grade 1
Learning Domain: Waves & Their Application in Technologies for Information Transfer
Standard: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
Science Domain: Physical Sciences
Topic: Waves: Light and Sound
Standard: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]
Science Domain: Physical Sciences
Topic: Waves: Light and Sound
Standard: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]
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oercommons
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2025-03-18T00:36:39.366866
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Pacific Education Institute
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82432/overview",
"title": "PEI SOLS 1st Grade Renewable Energy: Solar",
"author": "Unit of Study"
}
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https://oercommons.org/courseware/lesson/97985/overview
|
Science as a Driver for Content-Integrated Learning- Infographic
Briefs and Resources on Elementary Content Integration with Science as the Anchor
Overview
This resource is a place to house OSPI's briefs and infographics on content integration anchored in science. The collection will grow over time as resources are developed.
Science as a Driver for Content Integration
This infographic represents some key ways that science can anchor and drive integration with the other content areas.
Integration of Mathematics with Science
This section provides resources supporting thinking about the integration of science and mathematics.
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oercommons
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2025-03-18T00:36:39.386526
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10/17/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97985/overview",
"title": "Briefs and Resources on Elementary Content Integration with Science as the Anchor",
"author": "Kimberley Astle"
}
|
https://oercommons.org/courseware/lesson/69119/overview
|
Education Standards
Elementary Science Framework - Grade 5 (pdf)
Resource 1: Russian Olive Pre-Assessment Probe
Resource 2:Notice_Wonder
Resource 2: What Do Plants Eat? Mystery Science .com video
Resource 3: "A Plant Puzzle" ReadWorks.or article
Resource 3 - Plant Growth Chart
Grade 5 - Elementary Science and Integrated Subjects: Where Do Plants Get What They Need to Grow?
Overview
Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Introduction: Standards, Phenomena, Big Ideas and Routines
Where Do Plants Get What They Need to Grow?
Elementary Science and Integrated Subjects resources are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other subjects such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify an anchoring phenomena and plan for coherence in science and integrated subjects learning.
Washington State Learning Standards
Fifth Grade Disciplinary Core Ideas included are LS1, LS2
For LS1-1, LS2-1 students are expected to develop an understanding of:
- the idea that plants get the materials they need for growth chiefly from air and water
- the movement of matter among plants, animals, decomposers, and the environment
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- patterns;
- energy and matter;
- systems and system models;
- interdependence of science, engineering, and technology;
- the influence of engineering, technology, and science on society and the natural world
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- developing and using models
- analyzing and interpreting data
- planning and carrying out investigations
- using mathematics and computational thinking
- engaging in argument from evidence
- obtaining, evaluating and communicating information
Performance Expectation(s)
Identify Climate Science related Performance Expectation(s) from Next Generation Science Standards that will be your focus. Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water.
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil
5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.
Assessment Boundary: Assessment does not include molecular explanations.
Science and Engineering Practices
Which SEPs will be a focus for investigating this topic/phenomenon?
Engaging in Argument from Evidence: Students would develop a model with evidence to argue that Russian olive trees get the materials they need for growth chiefly from air and water.
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
Energy and Matter: Students will be growing bean seeds in order to observe the seed grow into a sprout and weigh the plant material.
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
RI.5.1: Quote accurately from text when explaining what the text says explicitly and when drawing inferences from text.
RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
W.5.2: Write informative/explanatory text to examine a topic and convey ideas and information clearly.
- Students will write initial thinking on what a plant needs for survival while creating metacognitive models. This will be revisited and modified with evidence in their final writing.
Mathematics and Social Studies Standards
How will I Integrate other Learning Standards?
5.MD.A.1 - Measurement & Data - Convert among different-sized standard measurement units within a given measurement system and use these conversions in solving real world problems.
- 5.MD.A.1- Measuring plant growth over a period of time using Metric measurements, record in table to share data, convert measurement data to 5.NBT.A.3 decimal form
- MP.2- Students will create initial model to reason abstractly on WHAT plants need to grow, use quantitative data from 5.MD.A.1
- MP.3 & EP3- Students will defend their metacognitive models and make modifications based on new evidence
- MP.4- Students will model with mathematics to explain the process plants use to grow, with little to no change in soil
- *EP7- Resources are available online for students, but are able to be printed, shown by teacher is limited technology
- MP.5- Throughout lessons, students will have scientific and mathematical tools to use.
Phenomena
What is an actual, observable local event, set of events or puzzling question that students can come to a deep understanding of over a period of days? Explain why students will find this puzzling and not just an exercise found in a textbook. The performance expectations should guide the formulation of phenomena big questions such as these Regional Place Based Questions Teachers Might Consider:
Teacher Background: Students probably never think about how a tree like a Russian olive survives in nature. Humans do not support them with water or nutrients. Use a modified Page Keeley probe to pose this question with an image in order to guide student inquiry:
What do Russian olive trees need for survival (“eat”)?
Phenomena Resources
- Video 1: What do plants eat? | Mystery Science
- Communicating in Scientific Ways | OpenSciEd
- Resource 1: Russian Olive Probe
Big Ideas
- Plants get the materials they need for growth chiefly from air and water
- Matter moves among plants, animals, decomposers, and the environment
- Matter is neither created nor destroyed, only changed in form (conserved)
Many students will not know how plants grow and develop. They may think plants just need water or that a plant “eats” dirt. Plants get what they need to grow from air and water. Students will explore this concept through observable phenomena in growing their own plants and modifying their original metacognitive models with new learning. By taking a bean seed, measuring it, and then measuring the sprout/plant created from the bean, students will be able to justify how the change in matter (weight) occurred.
Lesson 1 (Day 1): What Do Plants Eat?
Lesson 1 (Day 1): What Do Plants Eat?
Materials
- Resource 1: Russian Olive Probe
- Video 1: What do plants eat? | Mystery Science
- Note: create a free account to access content on this website – check w/ district IT department first!
- Article 1: A Plant Puzzle | ReadWorks.org
- Note: create a free account to access content on this website – check w/ district IT department first!
- Resource 2: T-Chart “Noticings and Wonderings”
- Science Notebooks for T-Chart “Noticings and Wonderings” on video and article
- Chart markers for whole class anchor chart
- 9 x 11 Paper for each student to create an initial metacognitive model with a sketch of an olive tree for an entry point already on it
- Blue colored pencil
Preparation
- Create free accounts on MysteryScience.com and ReadWorks.org if not already using. Check with district IT Department first.
- Print copies of “A Plant Puzzle” for students
- Prepare a class T-chart to be used in Lesson 2, but modeled for Lesson 1 (student individual t-chart)
Vocabulary
- convert (Spanish cognate- convertir)-to change
- process-steps
- puzzle-pieces that create a whole
- food chain-transfer of energy within an ecosystem
- weight-an object’s matter
- perennial-plant that blooms every year
- deciduous- a tree that sheds its leaves
- riverbank- edges of the river
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Tell students that you recently went to the river and were noticing many trees along the riverbank. Explain that many of those trees were Russian Olives.
- Hand out Resource 1: Russian Olive Probe and read with students.
- After reading, have students write their initial understanding on “What Does a Russian Olive Tree Need in Order to Survive?” This will serve as a pre-assessment.
Procedure 2
- Hand out 8.5 x 14(legal size) white paper to students.
- Have students draw out what they think plants need in order to survive using a blue colored pencil.
- This metacognitive model will be revisited throughout the lessons.
Procedure 3
- Teacher preloads Video 1: What do plants eat?
- Have students watch and stop video at 3 minutes 45 seconds. This is a natural stop in the video.
- Discuss the question posed from the video: “All that 4 million pounds of wood must have come from somewhere. What do you think plants eat? Do they even eat?”
Procedure 4
- After discussion, hand out Article 1: A Plant Puzzle
- Chunk up reading (whole class, partnership, etc.) based on abilities present in your classroom. RI.5.1, RI.5.9
- Create a class T-chart. Have students make a copy in their notebooks titled “Noticing and Wonderings
- Give students quiet time to write their own noticings and wonderings from the article and the video in their notebook. Ask them to cite their noticings directly from the text (example: “the article says…...in paragraph 2”, “in the video they said….”). Remind students to use evidence from video AND the article. RI.5.1 -Quote accurately from text, RI.5.9 -Integrate Information from several texts
Procedure 5
- Ask students to share with table teams to build on their “Noticings and Wonderings”. Use Resource 2: T-Chart “Noticings and Wonderings”
- Have students create a Line of Learning (line of separation that shows what a student did alone before working with others) and write down new ideas they learned from group sharing W.5.2-Write informative, explanatory texts
Procedure 6
- Convene students to share out what their teams have found. Call on groups to share their thinking. Add information to the Class T-chart.
- Have students add new information on their T-chart after doing another Line of Learning to show individual/group/class separation of ideas. W.5.2-Write informative, explanatory texts
Note: this would be a good break if 2 days are needed for this lesson.
Lesson 1 (Day 2): What Do Plants Eat?
Lesson 1 (Day 2): What Do Plants Eat?
Materials
- 1-liter plastic bottle cut into two parts to make a cup for nutrient/water mixture and a funnel for sprouting seeds (1 per partner team OR 1 for class)
- general plant food (Schulz Indoor plant food, Miracle Grow, Osomocote, etc.)
- Dixie Cups (1 per partner team OR 1 for class)
- Soil (or dirt from your yard)
- Cup used for measuring soil
- Graduated cylinder for measuring water
- Cotton ball or cotton pad (like a cotton make up pad)
- Sharpie type marker
- Pea/Lima Bean mix (or other seed to grow in class)
- Henderson Lima Bush Beans OR
- Radish or lettuce seeds (these may sprout more quickly)
Preparation
- Prep planting of seeds whole class or individual models
Vocabulary
- convert (Spanish cognate- convertir)-to change
- process-steps
- puzzle-pieces that create a whole
- food chain-transfer of energy within an ecosystem
- weight-an object’s matter
- perennial-plant that blooms every year
- deciduous- a tree that sheds its leaves
- riverbank- edges of the river
Procedures
Procedure 7
Explain to the class that we will be planting seeds in order to understand what a plant needs in order to survive. Set up the hydroponic growing apparatus planters following these directions:
- Cut the top off a 1-liter water bottle leaving ⅔ of the bottle as the bottom and a ⅓ or the bottle “funnel shaped top
- Mix a quart to a gallon of nutrient/water solution following package directions (a gallon will provide water for about 6 hydroponic growing apparatus
- In the funnel shaped top of the bottle punch many large holes around the opening (sloped side), using a nail, scissors, ice pick, etc.
- Place a wet cotton ball or cotton pad in the funnel shaped top being sure that the cotton ball or cotton pad covers the inside of the main opening and the punched holes.
- Measuring the amount of nutrient/water mixture, fill the bottom half of the bottle so that the nutrient mixture will keep the cotton ball or cotton pad wet but doesn’t float the seeds that will be placed on the cotton ball or cotton pad.
- Mark the water level with a Sharpie type marker so that the cup can be refilled to that level if water levels drop.
- give partner pairs of students two seeds and have them place the seeds on the cotton ball or cotton pad that is in the funnel,
- place the hydroponic apparatus under a lamp with incandescent bulb or in a windowsill with plenty of light. To sprout the seeds light is not necessary but heat is.
- be sure seeds stay wet but not floating until the sprout. Add nutrient/water mixture to the water level line which should continue to keep the bottom of the funnel shape in the water, as needed to keep the seeds and subsequent plants moist but not soaked.
- Record the amount of water added to keep it at a constant level.
Procedure 8:
- Have soil ready at an accessible location. Give each student 2 more plant seeds. Have each student plant one seed with soil in a Dixie (or comparable) cup the hydroponic apparatus. With a graduated cylinder, have each student water the newly planted seeds. Use the graduated cylinder to measure the amount of water used each day.
- Have students weigh the dixie cup planter with seeds after watering and record weight on the line graph. Use the same color for this plant on the graph throughout the investigation.
- Record the amount of water used to water plants each day to keep them moist but not muddy.
Procedure 9:
- Clean up and have students journal a Learning Log with the following prompt: “How do plants grow? What do they need in order to survive?” Remind students to use video and text evidence to support their opinions. RI.5.1 -Quote accurately from text, RI.5.9 -Integrate Information from several texts, W.5.2-Write informative, explanatory texts
Lesson 2: Is Soil Food?
Lesson 2: Is Soil Food?
Materials
- Ruler or measuring tape marked in millimeters
- Science notebooks
- Class-created chart from Lesson 1
- Venn Diagram Outline on Hydroponic Plants Versus Soil Plants to be created in front of students in lesson today.
- Resource 3 - Plant Growth Chart
- Student-created plants model or a class consensus plant model (if chose that method)
- Student-created metacognitive models from Lesson 1
- Colored pencils (1st sketch in blue, 2nd sketch in green to identify changes in their thinking)
Preparation
- Have graduated cylinders for measuring water
- prepare a Venn Diagram for Hydroponic Plants vs Plants in Soil on chart paper
Vocabulary
- Hydroponic - the process of growing plants in sand, gravel, or liquid with added nutrients but without soil.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Have students get out science notebooks and answer the following prompt: What do you think will happen to your plants over time? Why do you think this? Remind them of evidence they have from the video and article. RI.5.1 -Quote accurately from text, RI.5.9 -Integrate Information from several texts, W.5.2-Write informative, explanatory texts
Procedure 2
- Call students to an area where you have Venn Diagram on Hydroponic Plants vs. Soil Plants posted. Walk through steps of drawing/discussing different parts. For instance, when you explain the parts of a hydroponic plant move then to the parts of a plant in soil.
Procedure 3
- Guide students to make verbal observations on the created chart. For instance, students may say “the hydroponic plant needs water just like a soil plant needs water” or “the hydroponic plant does not have soil, however the soil plant does.”
- Have students return to their seats and record sentences using the Venn Diagram. RI.5.1 -Quote accurately from text, RI.5.9 -Integrate Information from several texts, W.5.2-Write informative, explanatory texts
*Procedure 4
- Have students revisit their metacognitive models from day 1 and add in GREEN (or a color different from the original) any new learning from the Venn Diagram on Hydroponic Plants vs. Soil Plants.
- Encourage students to draw, add details, and use evidence from the video, article, class discussion, and chart. Students may write on their metacognitive models to explain their thinking as well.
Procedure 5
- When done, have students get their plants to weigh and water them.
- Have them update their plant growth chart in their notebook. Students should have some understanding of plants not requiring soil to grow as a result of the Venn Diagram on Hydroponic Plants vs. Soil Plants. 5.MD.A.1-Measuring plant growth over a period of time using Metric measurements,
Procedure 6
- For the next WEEK, only have students update their plant growth charts and water the soil plants daily.
A sprouted plant is needed for Lesson 3. The larger the plant your students have the greater the difference your students will notice. 5.MD.A.1-Measuring plant growth over a period of time using Metric measurements,
Lesson 3: Do Plants Eat?
Materials
- Article 1: A Plant Puzzle | ReadWorks.org
- Individual Noticings and Wonderings Chart
- Class Noticings and Wonderings Chart
- Chart paper and markers
- pre-sketched GLAD Pictorial Input chart to trace
- Resource 3 - Plant Growth Chart
Preparation
- Post Class Noticings and Wonderings chart
- Sketch out lightly in pencil a photosynthesis diagram/model of photosynthesis (see sample in procedures).
Vocabulary
- carbon dioxide-an invisible gas that is part of air
- photosynthesis- the process in which green plants use sunlight to make their own food. ... Green plants use this light energy to change water and carbon dioxide into oxygen and nutrients called sugars.
- petal, stem, leaves, roots- parts of the plant as needed for your students’ understanding
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Ask students to take out their Noticings and Wonderings from earlier lessons. Have them reread what they have on their charts and review the whole class Noticings and Wonderings chart.
Procedure 2
- Remind them that when they started the investigation about what plants really need, we read the plant puzzle article. We also watched a video about “what plants eat” but the question is “do plants eat or do they get their energy to grow from some other process?”
Procedure 3
- Tell students that some of the answers might be in the article they read on the first day of this investigation.
- Ask them to re-read the article and see if they can answer the question “How do plants get the energy to grow?”
- Students should make a line of learning on their Noticings and Wonderings chart and add information specific to the question. Look for noticings that show that they understand that plants make their own food using sunlight to change carbon dioxide and water to sugars.
Procedure 4
- Bring students together into a Scientist Circle, having them bring their notebooks, models, Noticings and Wonderings charts.
- Construct a GLAD Pictorial input chart as you talk students through a simple version of how plants make food. Do this by drawing each of the basic elements of photosynthesis in front of children asking for their input, based on the article as the diagram is developed (hint: sketch it out lightly in pencil ahead of time and then “trace” in darker lines as you proceed.)
Procedure 5:
- Ask students to write a response in their notebooks to the question: “How do plants get the energy to grow?”
Lesson 4: Where Do Plants Really Get Their Energy to Grow?
Lesson 4: Where Do Plants Really Get Their Energy to Grow?
Materials
- Graduated Cylinders
- Science or kitchen scales * Procedure 3 may not be possible if a scale that can measure small weights is not available.
- Water
- Resource 3 - Plant Growth Chart
- Science Notebooks
- Class-created chart from Lesson 1 and Lesson 2
- Class-created chart on “What Do Plants REALLY Need to Survive?”
- Student-created plants model or class model (if chose that method)
- Resource 1: Russian Olive Probe
- Video 1: What do plants eat? | Mystery Science
- OPTIONAL EXTENSION from the Mystery Science video: Latex Balloons, String, Meter Stick, Binder Clips
Preparation
- Video 1: What do plants eat? Show from beginning to refresh their thinking and continue showing the investigation (optional activity to explore later)
- Have scales out to weigh plants
- Have graduated cylinders for measuring water
Vocabulary
- Matter - anything that takes up space.
- Seedling - a very young tree that has been grown from a seed.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Refresh students thinking by showing What do plants eat? from the beginning. Pause at 3:45 again. Discuss the question “All that 4 million pounds of wood must have come from somewhere. What do you think plants eat? Do they even eat?” again.
- Have students turn and talk to their neighbors. As this question is being revisited, walk around and listen to ideas your students now have as a result of the last two lesson explorations and investigations.
Procedure 2
- Have students get their plants and measure their height and count number of leaves. They should record the height t of the plants with planter set ups on their line graph using the colors identified in their KEY for each plant growth set up.
Procedure 3
- In teams/partnerships, give students a “new” plant seed and have them weigh it.
- Discuss what they notice. If the seeds were small radish or lettuce seed no weight may be detectable using available scales.
- Weigh the plant grown in water with nutrients only. Look for differences in the weight by having students compare the weight of a seed to the weight of the current plant.
- Discuss how we can get accurate change in weight of the actual plant by subtracting the original seed weight from the weight of the plant. 5.MD.A.1-Measuring plant growth over a period of time using Metric measurements.
Procedure 4
- After discussion, have students share out WHAT they believe that plants actually need to survive.
- Record this on a class created anchor chart titled “What Do Plants REALLY Need to Survive?”
- Students should have the idea that plants do nutrients which soil can provide but may get nutrients in other ways. They should also understand that plants make their own food from water and elements in the air, particularly carbon dioxide.
Procedure 5
- Have students revisit their metacognitive models in red colored pencil to make any changes to their original models. Have students work with their partners/table teams to share their thinking as they make modifications.
Procedure 6
- Return initial Russian Olive Assessment Probe. Have students revisit their initial thinking and record their new learning. RI.5.1, RI.5.9, W.5.2
Extension:
Resume Mystery Science “What do plants eat?” to show additional lesson where air is weighed.
Attribution and License
Attribution
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License
License
Except where otherwise noted, this work developed for ClimeTime is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.
If this work is adapted, note the substantive changes and re-title, removing any ClimeTime logos. Provide the following attribution:
This resource was adapted from Where Do Plants Get What They Need to Grow by ClimeTime and licensed under a Creative Commons Attribution 4.0 International License. Access the original work for free in the ClimeTime group on the OER Commons Washington Hub.
This resource was made possible by funding from the ClimeTime initiative, a state-led network for climate science learning that helps teachers and their students understand climate science issues affecting Washington communities.
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oercommons
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2025-03-18T00:36:39.515134
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English Language Arts
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69119/overview",
"title": "Grade 5 - Elementary Science and Integrated Subjects: Where Do Plants Get What They Need to Grow?",
"author": "Elementary Education"
}
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https://oercommons.org/courseware/lesson/100705/overview
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Grade 2.v2
Grade 3.v2
Grade 4.v2
Grade 5.v2
Grade K.v2
High School
Middle School.v2
Interdisciplinary Models for Climate Science Integration
Overview
In their continued support of climate science education, the Washington State Office of Superintendent of Public Instruction (OSPI) created these sample bundles of Washington State Learning Standards from multiple content areas that teachers could use to center their classroom instruction around climate change and climate science.
Why Should All Teachers Integrate Climate Into Their Instruction?
ALL students deserve to learn about climate change
- The responsibility of preparing students for a climate-impacted future should not be shouldered exclusively on our science educators.
- The solutions needed to reduce human impact on climate and climate’s impact on humans are not purely science concepts.
- Designing innovative solutions to these challenges requires a multi-disciplinary approach, connecting diverse ways of knowing across multiple content areas.
ALL Teachers can be Climate Teachers
- In K-5, integrating grade-level standards from subjects like science and social studies IS teaching climate science.
- Students need these building blocks in order to dive into complex ideas in MS/HS.
- In Secondary, students are preparing for their post-secondary pathways and careers, which will be impacted by climate.
- All content areas can include climate ideas in their instruction right now with our current Washington State Learning Standards.
- Teachers need time and support to work together and plan their instruction to include locally relevant climate issues.
K-5 Models for Climate Integration
These sample models for climate integration were built to show how multiple content area standards could be bundled together to support climate education.
Each sample includes:
- Driving Question(s)
- Summary (including the specific connection to climate education)
- Connections across the content areas
- Washington State Learning Standards
- OER Resources
Secondary Models for Climate Integration
These sample models for climate integration were built to show how multiple content area standards could be bundled together to support climate education.
Each sample includes:
- Driving Question(s)
- Summary (including the specific connection to climate education)
- Connections across the content areas
- Washington State Learning Standards
- OER Resources
License and Attribution
Attribution
Cover image: Wui Ling Phang for ArtistsForClimate.org CC-BY-NC-SA https://thegreats.co/artworks/children-for-earth-bike-for-the-future
K-5 image: Amina Abdul Salam CC-BY-NC-SA https://thegreats.co/artworks/shoulder-to-shoulder
Secondary image: Anahí Echeverría CC-BY-NC-SA https://thegreats.co/artworks/all-part-of-the-whole
License
Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.
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oercommons
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2025-03-18T00:36:39.556349
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Environmental Science
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100705/overview",
"title": "Interdisciplinary Models for Climate Science Integration",
"author": "English Language Arts"
}
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https://oercommons.org/courseware/lesson/82443/overview
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- ClimeTime
- Envrionmental Science
- Middle School Science
- NGSS Storyline
- Weather and Climate
- climetime
- License:
- Creative Commons Attribution
- Language:
- English
Education Standards
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Learning Domain: Earth and Human Activity
Standard: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Learning Domain: Engineering, Technology, and Applications of Science
Standard: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Learning Domain: Writing
Standard: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Learning Domain: Writing
Standard: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
Learning Domain: Writing
Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Learning Domain: Writing
Standard: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Maryland College and Career Ready English Language Arts Standards
Grade 6Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Learning Domain: Reading for Informational Text
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Maryland College and Career Ready English Language Arts Standards
Grade 7Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Maryland College and Career Ready English Language Arts Standards
Grade 8Learning Domain: Reading for Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6���8 texts and topics.
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Learning Domain: Writing
Standard: Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Learning Domain: Writing
Standard: Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").
Learning Domain: Writing
Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Learning Domain: Writing
Standard: Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced").
Maryland College and Career Ready English Language Arts Standards
Grades 6-8Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Science Domain: Earth and Space Sciences
Topic: Human Impacts
Standard: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Cluster: Research to Build and Present Knowledge.
Standard: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
Cluster: Key Ideas and Details.
Standard: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Cluster: Key Ideas and Details.
Standard: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Cluster: Craft and Structure.
Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Cluster: Research to Build and Present Knowledge.
Standard: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
PEI SOLS Middle School Coastal Hazards: Sea Level Rise
Overview
Sea level is rising due to climate changes that result from increased emissions of greenhouse gases. In this storyline, students will explore mechanisms of sea level rise and the impacts on Indigenous peoples along with other groups such as urban communities. Natural hazards such as erosion, storm surges, and flooding are intensified by sea level rise. The effects on natural resources, the economies built from those natural resources, and land usage in general can be predicted by utilizing current and historical data.
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oercommons
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2025-03-18T00:36:39.661509
|
Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82443/overview",
"title": "PEI SOLS Middle School Coastal Hazards: Sea Level Rise",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/60381/overview
|
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Learning Domain: Earth's Systems
Standard: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Learning Domain: Earth's Systems
Standard: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
Learning Domain: Earth and Human Activity
Standard: Obtain and combine information about ways individual communities use science ideas to conserve Earth's resources and environment.
Learning Domain: Reading: Foundational Skills
Standard: Read with sufficient accuracy and fluency to support comprehension.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level text with purpose and understanding.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Learning Domain: Reading: Foundational Skills
Standard: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Learning Domain: Reading for Literature
Standard: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Learning Domain: Writing
Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 5 on page 29.)
Learning Domain: Writing
Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Learning Domain: Writing
Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Learning Domain: Writing
Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Reading: Foundational Skills
Standard: Read with sufficient accuracy and fluency to support comprehension.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level text with purpose and understanding.
Learning Domain: Reading: Foundational Skills
Standard: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Learning Domain: Reading: Foundational Skills
Standard: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Learning Domain: Reading Literature
Standard: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Learning Domain: Writing
Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1���3up to and including grade 5 on page 29.)
Learning Domain: Writing
Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Learning Domain: Writing
Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Learning Domain: Writing
Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]
Science Domain: Earth and Space Sciences
Topic: Earth's Systems: Processes that Shape the Earth
Standard: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Cluster: Key Ideas and Details.
Standard: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Cluster: Fluency.
Standard: Read with sufficient accuracy and fluency to support comprehension.
Cluster: Fluency.
Standard: Read grade-level text with purpose and understanding.
Cluster: Fluency.
Standard: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
Cluster: Fluency.
Standard: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Cluster: Text Types and Purposes.
Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 5 on page 29.)
Cluster: Production and Distribution of Writing.
Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Cluster: Research to Build and Present Knowledge.
Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
|
oercommons
|
2025-03-18T00:36:39.744804
|
Forestry and Agriculture
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60381/overview",
"title": "\"Voices of Hope: Climate Science\"",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/120226/overview
|
2. ALL Climate Action Analysis Student Sheets
3. P2, L5: En-ROADS Instruction Sheet
4. P2, L6: Final Product Instruction & Assessment Sheet
Student Climate Assembly Phase 2: Analyze and Recommend Local Climate Actions
Overview
Phase 2: Action Analysis and Recommendations
In Phase 2, students apply the STEEP framework to analyze climate actions, focusing on evaluating policies and government actions, addressing C4.11-12.2 (analyzing ways of influencing governments to promote the common good). This phase is about structured analysis rather than deliberation.
More specifically, students will conduct in-depth research to analyze actions proposed by local or state decision makers, identify the most promising ideas and proposals, develop well-reasoned recommendations, and create compelling presentations. This phase emphasizes critical thinking, effective communication, and persuasive writing. Through their participation in this phase students:
- Become familiar with local climate change efforts and actions by government officials.
- Research climate actions and policies at either the local, regional, or state level. Identify which actions and proposals they are most interested in analyzing.
- Analyze and prepare a recommendation for a proposed action, using a multipronged framework of analysis.
- Prepare a presentation to communicate their analysis and recommendation to their classmates and teacher.
Overview of Phase 2 Lesson Plans
| Local Governments and Climate Action Plans In this lesson, students will explore the roles and responsibilities of local and county governments in Washington state in addressing climate change through Climate Action Plans (CAPs). They will learn about the structure and purpose of CAPs and how local governments use them to set goals and reduce greenhouse gas emissions. Students will engage in a lecture and discussion to deepen their understanding of local government functions. They will then develop questions for local officials to better understand climate actions. Finally, students will choose a specific action from their local CAP to research and analyze, preparing for a presentation by local city officials. This knowledge will support them in making informed recommendations about local climate actions. |
|---|
| City Officials and Climate Action In this lesson, students continue exploring the role of local and city governments in addressing climate change by engaging with a local government official. They will have the opportunity to learn firsthand about the structure and function of local government, current climate policies, and the city's Climate Action Plan (CAP). Through listening, note-taking, and asking prepared questions, students will gain insights into how local governments tackle climate challenges. Following the presentation, students will debrief in groups to discuss key takeaways, reflect on how the new information affects their understanding of climate action, and identify how they might engage with local efforts. This interaction will deepen their analysis and prepare them for future climate action recommendations. |
|---|
| STEEP Analysis - Day 1 In this lesson, students formally begin working on the final product and set the stage for the rest of the unit. They will start by reviewing the presentation from the local officials and gaining insights into local climate initiatives. Following this, students will be introduced to the STEEP analysis framework, using their climate action analysis sheets to evaluate different climate action plans. Teachers will guide students in exploring each component of the analysis, starting with socio-cultural and economic factors, emphasizing concepts like climate justice and the green premium. Students will define these concepts, practice applying them, and discuss their impact on climate action and the information they will need to seek. If time permits, students will also have the opportunity to begin planning their approach for the rest of the unit. |
|---|
| STEEP Analysis - Day 2 In this lesson, students will continue their work on the STEEP analysis by focusing on the technological, environmental, and policy components. They will review the key elements of each component through direct instruction and discussion then apply these insights to their selected climate action. The lesson includes guided lecture sections, where students will take notes and ask questions to solidify their understanding. By the end of the lesson, students should be able to identify how these factors impact their climate action and begin filling in their Action Analysis Note Sheets. |
|---|
| STEEP Analysis - Day 3 In this lesson, students will finalize their climate action analysis by using the STEEP framework (social, technological, economic, environmental, and political). They will critically evaluate their selected climate action and determine whether it should be amended, partially rejected, or fully implemented based on their findings. Utilizing tools like the EN-ROADS climate simulator, students will assess the real-world impact of various climate actions on their local community. Following their analysis, students will develop a recommendation, supported by strong evidence and justification, which they will present to the Student Climate Assembly. Over the course of two to three days, students will work through these steps, ensuring their recommendations are well-supported and contextually relevant. |
|---|
| Developing the Final Product This lesson is a continuation of the previous day's work on climate action analysis and recommendations. The primary focus is on completing and refining the final product, which will be presented to both small groups and the full class. Students will use their STEEP analysis from Lesson 5 to create a presentation that clearly outlines their recommended climate action, supported by strong evidence and justification. They will review the presentation instructions, rubrics, and examples to ensure their work is well-organized and meets all requirements. By the end of this lesson, students will be prepared to present their recommendations during the Student Climate Assembly. |
|---|
Attribution and License
Attribution
This resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program.
Project Leads: Lisa Eschenbach, David Ketter
Instructional Materials Author: Fernando Reyes, Ryan Hauck
Thank you to the following educators who contributed to planning, development, and material review:
Steven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire
The Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License.
Graphic design by Julianna Patterson.
This work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.
License
Except where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos.
|
oercommons
|
2025-03-18T00:36:39.775392
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120226/overview",
"title": "Student Climate Assembly Phase 2: Analyze and Recommend Local Climate Actions",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/70916/overview
|
Education Standards
Animal Science Injection Lab
Overview
In this lesson, students will discover how to administer three different types of injections (Subcutaneous, Intramuscular, and Intravenous) though a hand-on activity. Students will use actual syringes and needles to administer medication to their animal (hamburger buns in a sandwich bag). Along with the injection lab students will learn the difference between medications and vaccinations, and why they are both important!
In this lesson, students will discover how to administer three different types of injections (Subcutaneous, Intramuscular, and Intravenous) though a hand-on activity.
|
oercommons
|
2025-03-18T00:36:39.797839
|
08/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70916/overview",
"title": "Animal Science Injection Lab",
"author": "Morgan Segner"
}
|
https://oercommons.org/courseware/lesson/70180/overview
|
Education Standards
PowerPoint - Unit 27 - Animal Health - Administering Drugs
Animal Health - Administering Drugs
Overview
This is a lesson that can be used to teach beginning Introduction to Agriculture students about the types of drugs we administer to animals. Students then get to complete a hands-on lab activity where they learn about and demonstrate four types of injections.
Introduction to Agriculture - Agriscience - Animal Science Unit
Subject Area Plan | |||
| Course: | Intro to Ag | ||
| Unit: | Agriscience - Animal Science | ||
| Subject Area: | Animal Health - Unit 27 | ||
| Materials, Supplies, Equipment, References, and Other Resources: | Materials listed in activity materials. | ||
| NE Standards: | AFNR.HS.2.2.a Demonstrate management techniques that ensure animal welfare. AFNR.HS.2.2.b Analyze procedures to ensure that animal products are safe for consumption. AFNR.HS.2.6.b Apply principles of comparative anatomy and physiology to uses within animal systems. | ||
| Essential Question(s): | What is animal health and why is it important to consumers/producers/pet owners? How can we treat animals for sickness or prevent animals from getting sick? | ||
Objectives:
|
| Interest Approach/Set/Hook (Preflection) | Estimated Time: | 1-2 min |
| Think about the last time you visited the doctor. Were you sick or just in for a check-up? Were you prescribed an antibiotic or get a shot? When I say “write”, take 60 seconds to record your answer to this question: Why is it important that we visit the doctor when we get sick or want to prevent getting sick? WRITEWhy is this also important for our pets or other animals? Today we are going to look at how to treat animal health problems through the administration of drugs and then we will analyze the differences between four common vaccine administration methods. |
| Learning Activity 1 | Estimated Time: | 12 min |
| Instructor Directions / Materials | Brief Content Outline | |
Materials:
| Lecture Students will complete the guided notes section over administering drugs. (8 slides) Provide materials for students to touch and feel to connect vocabulary to equipment and knowledge in the notes. This should include a:
|
| Learning Activity 2 | Estimated Time: | 30 min |
| Instructor Directions / Materials | Brief Content Outline | |
One per student:
| Hands-on Activity Students will practice giving vaccinations using four different sites on an orange. The four sites are:
|
| Summary (Reflection) - What did we learn and where are we going? | Estimated Time: | 3-5 min |
Thank you for cleaning up your lab stations quickly, let’s take some time to reflect on this activity. In your notes, answer the following questions with at least 2 sentences:
|
| Evaluation Based on the Learning Outcome Expressed in the Objective(s) |
| Evaluation via Review Quiz and students will be asked to identify the different types of injections on another student’s orange and reflect on the activity to check for understanding. |
|
oercommons
|
2025-03-18T00:36:39.831039
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70180/overview",
"title": "Animal Health - Administering Drugs",
"author": "Lecture Notes"
}
|
https://oercommons.org/courseware/lesson/97635/overview
|
Monster Sheet_iGEM
Sequences
Synthetic Biology Activity
Overview
A fun module for students to introduce them to synthetic biology. Includes a presentation and an activity in which students pair up to complete. Recommended to do this activity in-class offline. It takes about 1-1.5 hours to complete.
Introduction
Hello!
We are Aestuarium, the MSP-Maastricht iGEM Team 2022. iGEM is an international synthetic biology competition in which teams worldwide develop a project in the field of synthetic biology project. This project will then be presented at the annual iGEM conference, the Grand Jamboree. However, working in the lab is only a part of the iGEM experience. Teams are also involved with side projects such as scientific education, programming, or entrepreneurship.
Our Scientific Education team deeply values the importance of early scientific education. Therefore, we were always looking for ways of making synthetic biology available to the general public, especially young students.
With this in mind, we created this open resource which contains didactic materials that can be used by teachers to give an introduction to genetics and synthetic biology.
We came up with a fun activity that engages students and hopefully interests them in the field of synthetic biology. Enjoy!
Instructions
- Print out the following files (for Sequences only print as many sequences as there are students)
- Cut out the sequences
- Watch presentation
- When you get to slides 11-13 do Part I of the Genetic Little Monsters
- When you get to slide 15 do Part II of the Genetic Little Monsters
Presentation
Activity
Genetic Little Monsters
Aim
To teach students the fundamentals of genetics and the basic vocabulary of this field.
Materials
- Gene sequences
- Rubric
- Colored pencils
- Scissors
- Glue
Rules
Part I – Understanding the role of DNA and genes
- Every student receives a genetic sequence. In each sequence, the traits needed to create the monster are present.
- Every student receives a rubric, which they will use to translate the sequence into the corresponding trait.
- Once the students have translated their sequence, they can start building their own monster.
Part II - Understanding Synthetic Biology and its implementations
- Each student pairs up with another student.
- The two students decide which part(s) to swap. For example, they can decide to exchange their monster’s eye color, or horn size.
- The two students will then retrieve the specific gene from the sequence they were given in part I.
- The two students will cut the specific gene out, swap it and glue it on their sequence.
- The two students are now able to create a whole new monster.
Appendix – List of Traits
- fur (blue, red, yellow, green)
- horns (big, small)
- eyes (red, purple, yellow)
- tail (short, long)
- fangs (big, small)
|
oercommons
|
2025-03-18T00:36:39.863888
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97635/overview",
"title": "Synthetic Biology Activity",
"author": "Genetics"
}
|
https://oercommons.org/courseware/lesson/86718/overview
|
Education Standards
State We're In: Washington (3-5 Edition) Teacher Guide
Overview
These Teacher Guides were developed by Washington educators to accompany the League of Women Voters of Washington's book The State We're In: Washington (Grade 3-5 Edition).
Each chapter guide is aligned with Washington Social Studies Learning Standards and includes a launch activity, focused notes, text-dependent questions, and an inquiry lesson developed using the C3 Framework.
Teacher Guide Menu
Select a chapter below or download the entire guide.
Watch the State We're In: Overview of Textbook and Teacher Guide by Leslie Heffernan, Central Valley School District
Attribution and License
Attribution
Teacher Guides for The State We’re In Washington (Grade 3-5 Edition) were developed by expert social studies educators from across the state. This resource would not be possible without their efforts.
Leslie Heffernan, High School History Teacher, Central Valley School District
Nancy Lenihan, Sumner-Bonney Lake School District
Margit E. McGuire, Seattle University
Mary Schuldheisz, St. Luke's Lutheran Church & School
The downloadable digital version of The State We're In: Washington (Grades 3-5 Edition) by Jill Severn for the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website.
Images::
- Chapter 8: Cover photo of the Tribes of Washington by Washington Tribes.org for the Washington Indian Gaming Association | used pursuant to fair use
- Chapter 9: Cover photo of Elwha dam site by Zandcee, CC BY-SA 3.0, via Wikimedia Commons
- Chapter 10: Cover photo by S K from Pixabay
- Chapter 11: Cover image by Venita Oberholster from Pixabay
License
Except where otherwise noted, Teacher Guides for The State We’re In Washington copyright Washington Office of Superintendent of Public Instruction, are available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.
|
oercommons
|
2025-03-18T00:36:39.893514
|
Unit of Study
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86718/overview",
"title": "State We're In: Washington (3-5 Edition) Teacher Guide",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/98864/overview
|
Teaching Prepositions Of Movement — Free ESL Lesson Plan
Overview
A preposition is a word that connects a noun phrase with another part of a sentence; it is usually said or written before a noun. This free ESL lesson plan covers how to use prepositions of movement and direction. Where are they going? Where are they coming from? Keep reading to find out how to help elementary level students grasp the usage of to, toward, from, and away from.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
A preposition is a word that connects a noun phrase with another part of a sentence; it is usually said or written before a noun. This free ESL lesson plan covers how to use prepositions of movement and direction. Where are they going? Where are they coming from? Keep reading to find out how to help elementary level students grasp the usage of to, toward, from, and away from.
How to Teach Prepositions of Movement?
This introductory lesson plan, part of a six-part series, introduces the four common prepositions of movement: to, toward, from, and away from. Remember to check the student’s understanding of destination and moving in a direction when using this lesson plan.
When should we use to, toward, from, and away from?
- To is used to show the destination.
- Toward is used to show in the direction of.
- From describes the origin of an object.
- Away from describes movement departing the origin of an object.
To help students understand these concepts, this lesson spends a substantial portion of the slides walking through various examples of prepositions of movement. Students will have plenty of opportunities to practice building sentences that include to, toward, from, and away from.
When to Teach Prepositions of Movement?
“Prepositions of Movement” is a free ESL lesson plan download aimed at students with elementary levels and above. It is perfect for both individuals and groups, to help understand origin and differentiate between direction and destination.
The slides are playful and illustrated with many pictures and fun examples to keep your student engaged and motivated.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:36:39.913300
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98864/overview",
"title": "Teaching Prepositions Of Movement — Free ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/123594/overview
|
Annotated Bibliography
Overview
An annotated bibliography is a comprehensive list of citations to books, articles, and other sources. It includes a summary and evaluation of each source. It provides a brief description and critical analysis of each work and is used to assess the relevance, quality, accuracy and value of the literature in relation to a research topic. An annotated bibliography helps researchers organize their sources, have an in-depth understanding of the literature, and demonstrate how each source contributes to their research. The purpose of an annotated bibliography is to summarize the content of sources, evaluate the relevance and credibility of the sources and to reflect on how each source contributes to the research or understanding of a topic.
Annotated Bibliography
An annotated bibliography is a comprehensive list of citations to books, articles, and other sources. It includes a summary and evaluation of each source. It provides a brief description and critical analysis of each work and is used to assess the relevance, quality, accuracy and value of the literature in relation to a research topic. An annotated bibliography helps researchers organize their sources, have an in-depth understanding of the literature, and demonstrate how each source contributes to their research. The purpose of an annotated bibliography is to summarize the content of sources, evaluate the relevance and credibility of the sources and to reflect on how each source contributes to the research or understanding of a topic.
|
oercommons
|
2025-03-18T00:36:39.930757
|
01/07/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123594/overview",
"title": "Annotated Bibliography",
"author": "Dr. Kiran Lata Dangwal"
}
|
https://oercommons.org/courseware/lesson/118197/overview
|
Education Standards
https://oercommons.org/
https://www.teacherspayteachers.com/store/clark-creative-math?gad_source=1&gclid=CjwKCAjw4_K0BhBsEiwAfVVZ_6Uu0928NLDDxi36Gtvt66-4mo0L5EjFnjCTOORfow5xoWOILsou-hoCFxUQAvD_BwE
Long Vowel Digraphs
Overview
This resource allows students to add on to their learning of phonics rules as they are able to stay enaged and do hands-on learning through a game activity.
Guess The Long Vowel Game
Grade: First Grade
Instructional stategy activity:
For this instruitional strategy students will be able to play a fun game as a class while learning about long vowel digrpahs. I was able to create a fun and enaging game through a resrouce called Canva. This game allows students to get familiar with vowel letters which allows them to recognize long vowel sounds in words. Students will be able to work together as a class and help each other when remebering these phonice patters. Students will also be able to use their own whiteboards to write down their answers which makes the game more interactive.
|
oercommons
|
2025-03-18T00:36:39.957627
|
07/21/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/118197/overview",
"title": "Long Vowel Digraphs",
"author": "Qi'Onna Madison"
}
|
https://oercommons.org/courseware/lesson/70535/overview
|
Categories of the Periodic Table
Overview
In this activity, students will learn the location of the following categories on the periodic table while creating their own version including a key.
Categories Included:
- Alkali Metals
- Alkaline Earth Metals
- Halogens
- Noble Gases
- Metals
- Nonmetals
- Metalloids
- Transition Metals
- Inner Transition Metals
The Soft Chalk Activity includes interactive checks throughout and includes information on valence electrons and determining groups and periods for elements.
This activity also includes a formative assessment that students could take when they are done.
Learning about the Categories
This activity helps students learn the location of certain categories of the periodic table. Students will need a blank periodic table and colored pencils or markers to help them label the specific categories. The categories mentioned are alkali metals, alkaline earth metals, noble gases, halogens, transition metals, inner transition metals, metals, nonmetals and metalloids.
The activity is a Soft Chalk activity with interactive review elements embedded into it.
The periodic table is organized into categories based on similar properties and number of valence electrons.
Complete the following activity to learn about these categories.
Periodic Table Categories Soft Chalk Lesson
Formative Assessment
Here's a sample of a formative assessment that you could give your students after this activity.
Categories of the Periodic Table Formative Assessment
When you've completed the Soft Chalk activity and feel like you have a good handle on where each of the categories are located, how to determine valence electrons and how to determine the period & group numbers, give a formative assessment a try.
See your teacher for this activity - it's on paper!
|
oercommons
|
2025-03-18T00:36:39.975500
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70535/overview",
"title": "Categories of the Periodic Table",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/113668/overview
|
AI Toolkits
Overview
aiEDU's AI Toolkits are materials designed to support teachers, parents and other community champions to share the importance of artificial intelligence education and support its adoption in your learning spaces.
Introduction
The development and use of artificial intelligence across various industries is prevalent and has had (and will continue to have) an influence on daily interactions. Despite this, many are still unaware of what AI is, how it is deployed, and the implications of its use on the future of work. While aiEDU provides curricular materials and professional development grounded in AI literacy, the underlying questions of “Why is this important?” and “Where do I begin?” often lingers in the background.
aiEDU’s AI Toolkits are designed to support teachers, parents and other community champions to share the importance of artificial intelligence education and support its adoption in your learning spaces. In particular, it will highlight the critical need for AI in schools and its relation to our economic future.
|
oercommons
|
2025-03-18T00:36:39.988105
|
Rebecca Henderson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113668/overview",
"title": "AI Toolkits",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/102510/overview
|
A REVIEW OF VARIOUS DATA SETS AVAILABLE FOR DOING RESEARCH USING ARTIFICIAL INTELLIGENCE, MACHINE LEARNING AND DEEP LEARNING ON HEALTH CARE APPLICATIONS
Overview
ChatGPT
A REVIEW OF VARIOUS DATA SETS
Artificial intelligence (AI) is transforming the healthcare industry, making it possible to analyze and interpret vast amounts of health data, identify patterns and correlations, and ultimately provide more personalized and efficient care to patients. The following are various datasets available for healthcare research using AI:
1. Electronic Health Records (EHRs): Electronic Health Records are digital records of patients' health information. EHRs provide a wealth of data that can be analyzed to uncover insights into patient care and outcomes. The dataset includes patient demographics, medical history, diagnoses, medications, lab results, imaging reports, and other relevant information.
2. Genomics Data: Genomics data provides information about a patient's genetic makeup. With the help of AI, researchers can analyze large amounts of genomics data to identify genetic variations associated with different diseases, such as cancer or heart disease. This information can be used to develop personalized treatments and preventive measures.
3. Wearables Data: Wearable devices, such as smartwatches, fitness trackers, and medical-grade sensors, generate large amounts of data about a patient's physical activity, heart rate, sleep patterns, and other vital signs. AI can be used to analyze this data to monitor patient health and detect early signs of disease.
4. Medical Imaging Data: Medical imaging data, such as X-rays, CT scans, MRI scans, and ultrasounds, provides a detailed view of a patient's internal structures. AI algorithms can be used to analyze these images to detect abnormalities and assist in diagnosis.
5. Claims Data: Claims data includes information about medical procedures, treatments, and services that have been billed to insurance companies. AI can be used to analyze claims data to identify patterns of care, evaluate the effectiveness of treatments, and detect potential fraud or abuse.
6. Social Determinants of Health Data: Social determinants of health data include information about a patient's socioeconomic status, living conditions, education, and other factors that can impact their health outcomes. AI can be used to analyze this data to identify patients at high risk for certain conditions and develop targeted interventions.
VARIOUS DATA SETS AVAILABLE FOR HEALTH CARE RESEARCH USING MACHINE LEARNING AND DEEP LEARNING
There are many different data sets available for health care research that can be used for machine learning and deep learning applications. These data sets contain a wealth of information that can be used to develop predictive models, analyze trends, and identify patterns that can lead to new insights and discoveries. In this response, we will discuss some of the most popular data sets for health care research and how they can be used for machine learning and deep learning.
1. MIMIC-III (Medical Information Mart for Intensive Care III): This data set contains de-identified health care data for over 40,000 patients admitted to the ICU at Beth Israel Deaconess Medical Center between 2001 and 2012. The data includes vital signs, lab results, medications, diagnoses, and other clinical data. This data set has been widely used for predictive modeling and decision support systems.
2. eICU Collaborative Research Database: This data set contains clinical data from over 200,000 ICU patients from 208 hospitals across the United States. The data includes demographics, vital signs, lab results, medications, diagnoses, and other clinical data. This data set has been used for developing predictive models for patient outcomes and identifying factors that contribute to adverse events.
3. National Health and Nutrition Examination Survey (NHANES): This data set contains information on the health and nutrition status of the US population. The data includes demographic information, physical measurements, laboratory tests, and dietary information. This data set has been used to identify risk factors for various chronic diseases and to develop population health interventions.
4. The Cancer Genome Atlas (TCGA): This data set contains genomic and clinical data for over 30 different types of cancer. The data includes DNA sequencing data, gene expression data, and clinical information such as patient demographics, treatments, and outcomes. This data set has been used to
identify new biomarkers for cancer diagnosis and to develop personalized cancer therapies.
5. PhysioNet: This data set contains a variety of physiological signals such as electrocardiograms (ECG), blood pressure, and respiratory signals. The data is collected from a range of sources including ICU patients, patients undergoing surgery, and healthy volunteers. This data set has been used to develop
algorithms for early detection of sepsis, prediction of cardiac events, and sleep disorder diagnosis.
These are just a few examples of the many data sets available for health care research using machine learning and deep learning. Each data set has its own unique characteristics and can be used to answer different research questions. Researchers can leverage these data sets to develop models that can
improve patient outcomes, identify new risk factors for diseases, and develop personalized treatment plans.
OTHER DATA SETS USED FOR RESEARCH IN HEALTH CARE APPLICATIONS
There are several data sets used for research in healthcare applications. Here are a few examples:
1. National Health and Nutrition Examination Survey (NHANES): This is a large, ongoing survey conducted by the Centers for Disease Control and Prevention (CDC) in the United States. It collects information on the health and nutritional status of adults and children through interviews, physical examinations, and laboratory tests.
2. Electronic Health Records (EHRs): EHRs are digital records of patients' health information, including medical history, diagnoses, treatments, and medications. They can be used for research to identify patterns and trends in patient data.
3. Clinical Trials Data: Clinical trials are research studies that evaluate the safety and effectiveness of medical interventions, such as drugs or medical devices. The data collected during these trials can be used for research to understand the efficacy and safety of these interventions.
4. Cancer Genome Atlas (TCGA): TCGA is a public database that contains genomic data from thousands of cancer patients. It can be used for research to understand the genetic basis of cancer and to develop personalized cancer treatments.
5. Medicare Claims Data: Medicare is a government-funded health insurance program for people aged 65 and older, as well as some younger people with disabilities. Medicare claims data contain information on healthcare services and costs, which can be used for research on healthcare utilization and outcomes.
6. World Health Organization (WHO) Global Health Observatory (GHO): The GHO is a data repository that provides access to global health data, including statistics on health-related indicators such as disease burden, mortality rates, and healthcare access.
DESCRIPTION OF DATA.GOV DATASET
Data.gov is a vast repository of datasets from various government agencies that cover a wide range of topics, including health care. Researchers in health care can use Data.gov to access and analyze various health care datasets to derive insights and make informed decisions. Here are some ways in which Data.gov datasets can be used for research in health care applications:
1. Health care policy research: Data.gov provides access to datasets related to health care policy, including health care spending, insurance coverage, and health care utilization. Researchers can use these datasets to analyze trends, identify gaps in coverage, and propose policy changes to improve health care access and affordability.
2. Disease surveillance and outbreak management: Data.gov provides access to datasets related to infectious diseases, including outbreaks, incidence rates, and mortality rates. Researchers can use these datasets to monitor disease outbreaks, analyze transmission patterns, and develop intervention strategies.
3. Health care quality research: Data.gov provides access to datasets related to health care quality, including patient outcomes, hospital performance, and patient satisfaction. Researchers can use these datasets to analyze quality metrics, identify areas for improvement, and develop interventions to improve patient outcomes.
4. Health care disparities research: Data.gov provides access to datasets related to health care disparities, including race, ethnicity, socioeconomic status, and geographic location. Researchers can use these datasets to analyze disparities in access to care, health outcomes, and health care utilization, and develop interventions to address these disparities.
5. Clinical research: Data.gov provides access to datasets related to clinical trials, drug approvals, and adverse drug reactions. Researchers can use these datasets to analyze the safety and efficacy of drugs, identify potential side effects, and develop new treatment options.
Overall, Data.gov datasets can provide valuable insights and support research in various health care applications, including policy, disease surveillance, quality improvement, disparities, and clinical research.
DESCRIPTION OF KAGGLE DATASET
Kaggle is a platform that hosts various datasets and machine learning competitions. Kaggle datasets can be useful for researchers in health care applications as they provide a wealth of information on various aspects of health care, such as patient demographics, medical histories, and treatment outcomes.
Here are some steps that researchers can take to use Kaggle datasets for health care research:
1. Search for relevant datasets: Kaggle hosts a wide range of datasets related to health care, including electronic health records, medical imaging datasets, clinical trial data, and disease registries. Researchers can use the search function to find datasets relevant to their research question.
2. Clean and preprocess the data: Before using Kaggle datasets for research, researchers should clean and preprocess the data to ensure that it is accurate, complete, and standardized. This may involve removing duplicates, correcting errors, and standardizing data formats.
3. Analyze the data: Researchers can use various analytical techniques, such as statistical analysis, machine learning, and deep learning, to extract insights from the Kaggle datasets. For example, researchers may use machine learning algorithms to predict patient outcomes or identify risk factors for a particular disease.
4. Validate the results: Researchers should validate the results of their analysis to ensure that they are accurate and reliable. This may involve comparing the results to existing research or conducting additional experiments.
5. Communicate the findings: Finally, researchers should communicate their findings to the scientific community through publications, presentations, or other means. This can help to advance the field of health care research and improve patient outcomes.
Overall, Kaggle datasets provide a valuable resource for researchers in health care applications, enabling them to analyze large amounts of data and extract insights that can improve patient care and outcomes.
DESCRIPTION OF DATA.WORLD DATASET
Data.world is a platform that provides access to a variety of datasets that can be used for research in various fields, including healthcare. Here are some ways the data.world dataset can be used for research in health care applications:
1. Epidemiological studies: Data.world provides access to a range of health-related datasets, including data on infectious diseases, chronic illnesses, and cancer. Researchers can use these datasets to conduct epidemiological studies to understand the prevalence and incidence of diseases, as well as identify risk factors and develop interventions to prevent or manage these diseases.
2. Drug development: The platform also provides access to clinical trial data, which can be used by researchers to develop new drugs and therapies. Researchers can analyze the data to identify potential drug targets, understand the efficacy of existing treatments, and develop new treatments.
3. Public health interventions: Data.world also provides access to public health datasets, which can be used to develop and evaluate public health interventions. Researchers can analyze the data to identify health trends, understand health disparities, and develop interventions to improve health outcomes.
4. Health policy: The platform also provides access to health policy datasets, which can be used to evaluate the impact of health policies and programs. Researchers can analyze the data to understand the effectiveness of policies and programs, identify areas where improvements can be made, and develop recommendations for policymakers.
Overall, data.world provides a wealth of health-related datasets that can be used by researchers to improve health outcomes, develop new treatments, and inform health policy decisions.
DESCRIPTION OF UCI ML DATASET
The UCI Machine Learning Repository is a well-known source of datasets for use in machine learning research. Many of these datasets can be useful for research in health care applications. Here are a few examples:
1. Breast Cancer Wisconsin (Diagnostic) dataset: This dataset contains features computed from digitized images of breast mass aspirates, and the goal is to predict whether a given mass is malignant or benign. This dataset has been used to develop machine learning models for breast cancer diagnosis.
2. Heart Disease dataset: This dataset contains features like age, sex, blood pressure, and cholesterol levels, and the goal is to predict whether a person has heart disease or not. This dataset has been used to develop machine learning models for predicting heart disease risk.
3. Diabetes dataset: This dataset contains features like age, body mass index, and blood sugar levels, and the goal is to predict whether a person has diabetes or not. This dataset has been used to develop machine learning models for diabetes diagnosis.
4. ICU dataset: This dataset contains data from critically ill patients in an intensive care unit, including demographic information, vital signs, laboratory results, and diagnoses. This dataset has been used to develop machine learning models for predicting patient outcomes and guiding clinical decision-making.
In summary, the UCI ML dataset can be used for research in health care applications by providing researchers with real-world data that can be used to develop and evaluate machine learning models for a variety of tasks, including disease diagnosis, risk prediction, and outcome prediction.
DESCRIPTION OF GITHUB DATASET
GitHub is a platform for collaborative software development that allows users to share and access code, data, and other resources. While GitHub is typically used for software development projects, it can also be a valuable resource for researchers in health care applications. Here are some ways in which GitHub datasets can be used for research in health care applications:
1. Medical image analysis: GitHub has a number of repositories that contain datasets of medical images, such as MRI and CT scans. Researchers can use these datasets to develop and test algorithms for medical image analysis, which can help in the diagnosis and treatment of various diseases.
2. Natural language processing: GitHub also contains datasets of medical text, such as electronic health records and clinical notes. These datasets can be used to develop and test natural language processing algorithms, which can help in tasks such as automatic diagnosis coding, information retrieval, and clinical decision support.
1. Predictive analytics: GitHub contains a variety of datasets that can be used for predictive analytics in health care. For example, researchers can use datasets of patient demographics and medical history to develop models for predicting disease outcomes, treatment responses, and hospital readmissions.
2. Disease surveillance: GitHub contains datasets of public health data, such as disease incidence and mortality rates. These datasets can be used for disease surveillance and outbreak detection, which can help public health officials to take early action to control the spread of infectious diseases.
3. Drug discovery: GitHub contains datasets of molecular structures and pharmacological data, which can be used to develop and test algorithms for drug discovery. These algorithms can help researchers to identify potential drug candidates more quickly and efficiently.
In conclusion, GitHub can be a valuable resource for researchers in health care applications. By leveraging the datasets available on GitHub, researchers can develop and test algorithms that can help to improve diagnosis, treatment, and disease surveillance in health care.
|
oercommons
|
2025-03-18T00:36:40.028200
|
04/02/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102510/overview",
"title": "A REVIEW OF VARIOUS DATA SETS AVAILABLE FOR DOING RESEARCH USING ARTIFICIAL INTELLIGENCE, MACHINE LEARNING AND DEEP LEARNING ON HEALTH CARE APPLICATIONS",
"author": "Vijay anand H M"
}
|
https://oercommons.org/courseware/lesson/117163/overview
|
Education Standards
DNA Models
Creating DNA Models
Overview
This lesson plan engages students in constructing a simple DNA model using everyday objects like licorice, gummy candies, and toothpicks. By creating a hands-on representation of the DNA double helix, students will learn about the basic structure and function of DNA, including the concepts of base pairing and genetic coding. The activity fosters creativity, and problem-solving skills while making complex biological concepts accessible and fun.
Introduction
Subjects: • Science •Biology •Art
Skills: • Design Thinking • Problem Solving • 2D design • 3D design
Learning Objective/Goal:
- Understand the basic components and structure of DNA.
- Create a simple model of DNA using everyday objects.
- Learn how DNA contains genetic information.
- Develop an appreciation for the complexity of biological structures.
Materials Needed:
- Backbone materials Licorice sticks, pipe cleaners, straws, or any other flexible, straight objects.
- Base pair materials: Colored marshmallows, gummy candies, beads, buttons - at least 4 colors
- Connecting materials: Toothpicks, small sticks, or pieces of wire.
Background
DNA, or deoxyribonucleic acid, is the molecule that carries the genetic instructions for life. It comprises two strands forming a double helix, each strand made of sugar and phosphate molecules and nitrogenous bases pairing in the center. . This lesson provides students with a hands-on activity to model DNA, making abstract concepts tangible and engaging while fostering a deeper appreciation for the complexity and beauty of life at the molecular level.
Activity
Activity:
Introduction (10 minutes)
- Introduce DNA, explaining that it is the blueprint of life, containing instructions for building and maintaining an organism.
- Use a large poster, digital image, or presentation of the DNA double helix.
- Explain the base pairs (adenine-thymine, cytosine-guanine) using color codes that will be used in the activity.
Making Models (40 minutes)
- Give each student a paper plate or cardboard base and let them choose from the available materials for their DNA model.
- Instruct students to use their chosen flexible objects (e.g., licorice, pipe cleaners, straws) to lay out two parallel lines on their work surfaces.
- Students will use their chosen connectors (e.g., toothpicks, small sticks) and base pair materials (e.g., candies, beads) to connect the backbones, following the base pairing rules.
- Attach the base pairs to the backbones to form a double helix structure. Use additional support materials if needed.
- Have students label the components of their DNA models using small pieces of paper or sticky notes.
Discussion and Conclusion (10 minutes)
- Group Discussion: Ask students to share their models and explain the base pairs they used.
- Reinforce Learning: Discuss why the base pairs are specific and how this relates to genetic coding.
- Q&A Session: Allow students to ask questions and clarify any doubts about DNA structure.
Extra
Tips for Students:
- Be gentle with the materials you are given - you may not get more
- Carefully make sure each base pair is matched to the correct color
- Try not to make a mess
Tips for Teachers:
- Ensure Students are being safe if using small, sharp objects
- Be careful of dietary restrictions if using food or candy
- Display pictures/models of DNA during the activity for students
Extensions:
- Have the students stand their models up and twist them, creating a double helix shape
- Have students create one strand and switch with a partner to create the complementary strand. Periodically walk through and check their work
Further Information
https://kidshealth.org/en/kids/word-dna.html
https://kids.britannica.com/kids/article/DNA/390730
https://www.teachengineering.org/lessons/view/cub_biomed_lesson09
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oercommons
|
2025-03-18T00:36:40.061570
|
Annabel Lee
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117163/overview",
"title": "Creating DNA Models",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/106742/overview
|
TRANSFORMING ASSESSMENT DETAILS (2)
TRANSFORMING ASSESSMENT MODEL
Overview
The "Transforming Assessment" model utilizes technology and flexible teaching strategies to foster collaboration, a crucial 21st-century skill. By incorporating theories such as Social Constructivism and implementing self-paced learning, technology tools/apps/sites, and Open Educational Resources (OERs), the model promotes personalized learning experiences and equips students with the skills needed for effective collaboration.
A Proposed Schema of 21st Century Skills Flexible Learning Approach
The "Transforming Assessment" model utilizes technology and flexible teaching strategies to foster collaboration, a crucial 21st-century skill. By incorporating theories such as Social Constructivism and implementing self-paced learning, technology tools/apps/sites, and Open Educational Resources (OERs), the model promotes personalized learning experiences and equips students with the skills needed for effective collaboration.
|
oercommons
|
2025-03-18T00:36:40.079151
|
Ciara Marie Palange
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106742/overview",
"title": "TRANSFORMING ASSESSMENT MODEL",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/123768/overview
|
Open Educational Resource: How to Write a Call to Action
The Power of Images in Storytelling
Writing a Call to Action for At-Risk Maryland Species
Overview
Use this tool to develop a story that encourages others to protect Maryland wildlife.
Content Body
This remix is based on the Be a Voice for Species: How to Write a Call to Action OER.
Use this guide to develop a compelling call to action to protect an at-risk species that lives in the state of Maryland. Be creative: You can use these steps to craft a written, graphic, audio, or video story. And at each step, incorporate your own ideas and perspective to be a unique voice for the species you care about.
1. Be curious. Begin by exploring the Maryland species that are threatened with extinction. How? Start with the Photo Ark. You can learn more about at-risk species and what’s putting them at risk online, in books, and at National Geographic. Be sure to investigate which species in your local community need support. Local knowledge is an important resource. Interview community members to learn about at-risk species. Go to the U.S. Fish & Wildlife Service webpage that highlights Maryland's at-risk species.
2. Focus. Decide which Maryland at-risk species you want to tell a story about. Choose one you care about and you think other people should care about, too.
3. Learn. Now you need to be an explorer and find answers to the following questions:
- What are the basic characteristics of the Maryland species you chose? Where does it live? What habitat does it need? What does it eat? What eats it? How does it live? Why is it interesting?
- Why is this species important to people, places, and cultures? What role does this species play in the ecosystem (predator, prey, decomposer, etc.)? What would likely happen if it went extinct?
- What threats does this Maryland species face (habitat loss, climate change, pollution, etc.)? Are these threats directly or indirectly caused by human activities? If so, how? How do these threats affect the species?
- What would protect this Maryland species from extinction? Research what is being done or could be done to reduce the threats to the species. Discover as many possible solutions as you can.
4. Problem-solve. What action do you think people should take to protect this Maryland species? Review possible solutions and consider them in regard to your audience.
- What type of action is most achievable for people?
- What type of action would have the most beneficial impact on the species—and why?
- Which action can you commit to and ask the same of other people?
5. Compose your story. Decide how you will present the problem and pitch your call to action. Gather images, videos, data, and sources you can use to convince people that action is needed. Decide how you will share the following big ideas:
- Start with something interesting about the species to build curiosity and empathy.
- Show the biggest threats facing the species and the impact of those threats.
- Explain why the species is important culturally and ecologically and what will happen if it goes extinct.
- Present your call to action and how it will help.
- Invite your audience to take action!
6. Collaborate. Share a draft of your story with trusted community members. Ask for feedback and use it to improve your presentation and call to action.
7. Empower yourself and others. Take your story online, into the community, or on the road!
- Pay close attention to how your story is received and refine it as needed.
- When you have achieved some success, decide how you will include the impact you’ve had in your story.
See the original article here.
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oercommons
|
2025-03-18T00:36:40.101755
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123768/overview",
"title": "Writing a Call to Action for At-Risk Maryland Species",
"author": "Education"
}
|
https://oercommons.org/courseware/lesson/61265/overview
|
Blueprint Reading - Jordan Curcio
Overview
Students will be able to evaluate a simple blueprint including weld symbols and convert metric measurements to SAE.
Subject:
Metals Technology II
Time Required:
1 Class Period (42 Minutes)
Lesson Overview
Students will be able to evaluate a simple blueprint including weld symbols and convert metric measurements to SAE.
PA Core Standards
3.6.10 B |
| CC.2.4.5.A.1 |
|
|
Essential Questions
- What do the weld symbols on this page represent?
- How do we convert the measurements from centimeters to inches as the plans are drawn in metric, but our machinery only measures in inches?
Students Will Know | Students Will Be Doing |
|
|
Instructional Process (i.e., Lesson Delivery)
- Lecture with ppt.
- Demonstration on chalkboard.
- Applying skills on worksheet.
Differentiation & Enrichment
Lower Achieving Students | Higher Achieving Students |
|
|
Assessment / Demonstration & Monitoring of Student Progress
Assessments (Formative and Summative): | Performance Task(s) |
|
|
Resources / Links / Materials
Presentations | Materials |
|
|
|
oercommons
|
2025-03-18T00:36:40.134938
|
01/07/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61265/overview",
"title": "Blueprint Reading - Jordan Curcio",
"author": "Larissa Mallon"
}
|
https://oercommons.org/courseware/lesson/90213/overview
|
Teaching The Verb “be” To ESL Students - Off2Class Lesson Plan
Overview
This lesson introduces your students to the positive and negative forms of the verb. By the end of the class, your students will be forming simple sentences independently. Don’t forget to congratulate your students when they complete their first full sentence in English! It’s a big deal and they should feel accomplished. With your encouragement, they will be excited to learn more and will sign up for more classes with their favorite English teacher— you!
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Teaching the verb be to ESL students is exciting, but it can be a bit tricky too. Not only is it the most commonly used verb in the English language, it is irregular too! It’s important that students know this verb as soon as they start learning English and that teachers work hard to help them master it. Feeling the pressure? Don’t worry, you no longer have to! This easy-to-follow lesson plan will help you to teach the verb be with ease and impact.
Download your free Off2Class lesson plan here: https://www.off2class.com/lesson-plan-downloads/teaching-the-verb-be-to-esl-students/
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oercommons
|
2025-03-18T00:36:40.153929
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90213/overview",
"title": "Teaching The Verb “be” To ESL Students - Off2Class Lesson Plan",
"author": "Student Guide"
}
|
https://oercommons.org/courseware/lesson/123797/overview
|
Cultural Bingo - PRINTABLES (1)
Emotion Mural - FACILITATORS GUIDE
Emotion Mural - PRINTABLES
MysteryBox - FACILITATORS GUIDE
MysteryBox - PRINTABLES
The SuperDiverse Gamekit
Overview
The SuperDiverse Gamekit offers three games — Cultural Bingo, Mystery Box, and Emotion Mural — as well as facilitator guides, printables, reflection sheets, and editable materials, so that teachers and students can create their own games about cultural identity and belonging. All of the materials can be downloaded in English, and there are also editable versions that can be translated into any language.
The SuperDiverse Gamekit
The SuperDiverse Gamekit is a set of games and playful activities to build more inclusive, welcoming classroom communities, which will help children with migrant backgrounds find strength in their cultural identities and feel more connected in an respectful learning environment. These games were developed by a group of fellows from the Learning Sciences Exchange program: Margie Worthington-Smith, Deena Weisberg, Emer Beamer, Bethany Koby, and Mariam El Marakeshy.
|
oercommons
|
2025-03-18T00:36:40.175389
|
Elise Franchino
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123797/overview",
"title": "The SuperDiverse Gamekit",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/87994/overview
|
Education Standards
Be Internet Awesome Website Guidance
Overview
This guide walks you through the "Be Internet Awesome" Digital Citizenship games and curriculum created by Google for grades 2-6 (although older students might also enjoy the games). The games are extremely engaging and can be played on their own--or accompanied by their corresponding lessons. The lesson plans provide everything educators need to begin teaching this content in their classrooms
Be Internet Awesome | Google
Link to website
Purpose of Website
Their stated mission: “To make the most of the Internet, kids need to be prepared to make smart decisions. Be Internet Awesome teaches kids the fundamentals of digital citizenship and safety so they can explore the online world with confidence.”
Google created four Digital Citizenship games and accompanying curriculum for grades 2-6. They worked with expert organizations The Internet Keep Safe Coalition, ConnectSafely, and the Family Online Safety Institute.
Site Navigation Strategy
The real draw on this website are the four Interland Games:
Each game teaches a specific set of skills and concludes with a check-for-understanding activity.
You could just have your students play the games, but if time permits it’s helpful to do the accompanying lessons before playing them.
The curriculum is organized around five themes:
- Be Smart: Share with Care: Digital footprint & responsible communication (aligns with the Mindful Mountain game)
- Be Alert: Don’t Fall for Fake: Phishing, scams & credible sources (aligns with the Reality River game)
- Be Strong: Secure Your Secrets: Online security & passwords (aligns with the Tower of Treasure game)
- Be Kind: It’s Cool to Be Kind: Combating negative online behavior (aligns with the Kind Kingdom game)
- Be Brave: When in Doubt, Talk It Out: Questionable content & scenarios (no game)
The units are sequenced in order, but it’s also possible to just do the lessons or units that are most relevant to your students.
Each lesson has: goals, an introduction that can be read out loud to students, an activity, and a takeaway, plus a teacher’s outline with notes for how to best guide discussions.
Lessons are marked with a symbol indicating the target grade-level and whether it’s also a Media Literacy or Social-Emotional Learning lesson.
Additional Resources
- Vocabulary activities for introducing new vocabulary
- Handouts available as slide decks for projecting
- Template of a letter to send home to families
Comments
There are no logins, passwords, or emails—just go to the game URL and play!
The curriculum is aligned with ISTE and AASL standards.
Attribution and License
Attribution
Image and Mission by Google. Used pursuant to fair use.
License
Except where otherwise noted, this website guidance document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms before use.
|
oercommons
|
2025-03-18T00:36:40.212148
|
Game
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87994/overview",
"title": "Be Internet Awesome Website Guidance",
"author": "Information Science"
}
|
https://oercommons.org/courseware/lesson/23492/overview
|
Activities for children
Overview
Ever tried to play games with kids in English?
It can be a fun treat!
But what about when the child doesn’t even know how to say hello?
In this case, trying to play games or sing songs can be just plain frustrating.
It can’t be denied—teaching English to children is nothing like teaching adults!
5 Creative Ways to Teach Children Through Fun Activities
1. Art Projects
Art is a fantastic way to get your young students excited and interested in a variety of lessons to reinforce different vocabulary.
The art project that goes with this lesson should either come at the end of the class or at the beginning of the following class after a brief review of the vocabulary. Students can draw pictures independently, but you should walk around the room and encourage them to talk to you about their work.
2. Active Games
You’ve probably already witnessed the awesome power of kinesthetic learning in the classroom, and active games can be a great way to get beginners up and moving. One of the best for beginners is Simon Says, or a variant thereof.
Simon Says can be a very useful way to reinforce new vocabulary while also upping the energy. That’s why it’s a great choice either at the beginning or in the middle of a class.
3. Singing Songs
Songs are a fantastic mnemonic device for new vocabulary, and the Internet is a wealth of different song ideas. The best time to use a song is once the vocabulary has already been introduced. Some songs are simpler, ideal for using the same day or the same week that the vocabulary is introduced.
4. Labeling
Labeling can be a great way to remember new vocabulary. We already discussed a bit how labeling can be used during an art project, but you can also use labeling in a classroom or with photographs.
If you’re trying to teach the names of different things in the classroom, tasking your students with creating labels for them can be a great way to get them up and moving—and speaking! Once the labels are created, be sure to laminate them. You can use them with all sorts of games, from treasure hunts to interactive matching or memory games.
5. Educative Play
Particularly when your students are very young, educative play is a useful technique for teaching them without ever letting on! Students can be encouraged to play with one another in a variety of ways, either with board games or in a playroom or space, depending on the way your school is laid out. The idea with educative play is for teachers and assistants to participate in the play in English, asking questions that students can answer.
Section 1
Ever tried to play games with kids in English?
It can be a fun treat!
But what about when the child doesn’t even know how to say hello?
In this case, trying to play games or sing songs can be just plain frustrating.
It can’t be denied—teaching English to children is nothing like teaching adults!
5 Creative Ways to Teach Children Through Fun Activities
1. Art Projects
Art is a fantastic way to get your young students excited and interested in a variety of lessons to reinforce different vocabulary.
The art project that goes with this lesson should either come at the end of the class or at the beginning of the following class after a brief review of the vocabulary. Students can draw pictures independently, but you should walk around the room and encourage them to talk to you about their work.
2. Active Games
You’ve probably already witnessed the awesome power of kinesthetic learning in the classroom, and active games can be a great way to get beginners up and moving. One of the best for beginners is Simon Says, or a variant thereof.
Simon Says can be a very useful way to reinforce new vocabulary while also upping the energy. That’s why it’s a great choice either at the beginning or in the middle of a class.
3. Singing Songs
Songs are a fantastic mnemonic device for new vocabulary, and the Internet is a wealth of different song ideas. The best time to use a song is once the vocabulary has already been introduced. Some songs are simpler, ideal for using the same day or the same week that the vocabulary is introduced.
4. Labeling
Labeling can be a great way to remember new vocabulary. We already discussed a bit how labeling can be used during an art project, but you can also use labeling in a classroom or with photographs.
If you’re trying to teach the names of different things in the classroom, tasking your students with creating labels for them can be a great way to get them up and moving—and speaking! Once the labels are created, be sure to laminate them. You can use them with all sorts of games, from treasure hunts to interactive matching or memory games.
5. Educative Play
Particularly when your students are very young, educative play is a useful technique for teaching them without ever letting on! Students can be encouraged to play with one another in a variety of ways, either with board games or in a playroom or space, depending on the way your school is laid out. The idea with educative play is for teachers and assistants to participate in the play in English, asking questions that students can answer.
|
oercommons
|
2025-03-18T00:36:40.234458
|
05/20/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/23492/overview",
"title": "Activities for children",
"author": "paola ramirez"
}
|
https://oercommons.org/courseware/lesson/105107/overview
|
OREGON MATH STANDARDS (2021): [1.GM]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: 1.GM.A.1
Cluster: 1.GM.A - Reason with shapes and their attributes.
STANDARD: 1.GM.A.1
Standards Statement (2021):
Distinguish between defining attributes versus non-defining attributes for a wide variety of shapes. Build and draw shapes to possess defining attributes.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.GM.B.4, K.GM.B.5 | 2.GM.A.1 | N/A | 1.G.A.1 1.GM.A Crosswalk |
Standards Guidance:
Clarifications
- Students should distinguish between defining attributes of two-dimensional shapes and three-dimensional figures versus non-defining attributes (e.g., triangles are closed and three-sided, a defining attribute versus triangles are red, non-defining attribute).
- Students should be able to build and draw shapes based on defining attributes. Two-dimensional shapes should be limited to triangles, squares, and rectangles.
- Students should be able to identify a shape’s attributes, regardless of its orientation (i.e., flipped) or position (i.e., turned).
Terminology
- The terms below are used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective.
- Attributes – characteristics of two-dimensional shapes and three-dimensional figures, including geometric properties.
- Defining attributes – include number of sides, faces, vertices (corners), and angles.
- Non-defining attributes – include size, orientation, texture, and color.
- Students should identify these two-dimensional shapes based on attributes:
- half circles, quarter circles, circles, triangles, squares, rectangles (Students should know that a square is a type of rectangle, based on its attributes.), hexagons
- Students should identify these three-dimensional shapes based on attributes:
- Cubes, cones, cylinders, spheres, rectangular prisms
Examples
- Students differentiate between geometrically defining attributes (e.g., “hexagons have six straight sides”) and nondefining attributes (e.g., color, overall size, or orientation). For example, they might say of this shape, “This has to go with the squares, because all four sides are the same, and these are square corners. It doesn’t matter which way it’s turned”. (Please reference page 8 in the Progression document).
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 1.GM.A.2
Cluster: 1.GM.A - Reason with shapes and their attributes.
STANDARD: 1.GM.A.2
Standards Statement (2021):
Compose common two-dimensional shapes or three-dimensional shapes to create a composite shape, and create additional new shapes from composite shapes.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.GM.B.6 | 1.GM.A.3, 3.GM.C.5, 4.GM.A.3 | N/A | 1.G.A.2 1.GM.A Crosswalk |
Standards Guidance:
Clarifications
- It is important to note that the size of the shape does not necessary distinguish between common and composite. Students do not need to learn formal names, such as, “right rectangular prism”.
Terminology
- Shapes that are made up of two or more common shapes are called composite shapes.
- Students will be working with shapes to compose and decompose shapes to form new shapes.
- Compose – put together
- Decompose – break apart
Boundaries
- Students should use these common two-dimensional shapes to create composite shapes:
- Circles, half-circles, quarter-circles, triangles, squares, rectangles (Students should know that a square is a type of rectangle, based on its attributes.), hexagons, trapezoids
- Students should use these common three-dimensional shapes to create composite shapes:
- Cubes, cones, cylinders, spheres, rectangular prisms, right circular cones, right circular cylinders
Progressions
- From the early beginnings of informally matching shapes and solving simple shape puzzles, students learn to intentionally compose and decompose plane and solid figures (e.g., putting two congruent isosceles triangles together with the explicit purpose of making a rhombus), building understanding of part-whole relationships as well as the properties of the original and composite shapes. In this way, they learn to perceive a combination of shapes as a single new shape (e.g., recognizing that two isosceles triangles can be combined to make a rhombus, and simultaneously seeing the rhombus and the two triangles). (Please reference page 8 in the Progression document).
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: 1.GM.A.3
Cluster: 1.GM.A - Reason with shapes and their attributes.
STANDARD: 1.GM.A.3
Standards Statement (2021):
Partition circles and rectangles into two and four equal shares. Describe the equal shares and understand that partitioning into more equal shares creates smaller shares.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.GM.A.2 | 2.GM.A.3 | N/A | 1.G.A.3 1.GM.A Crosswalk |
Standards Guidance:
Clarifications
- Students should explore and justify reasoning about the relationship of parts to the whole.
- Students should describe the shares using the words “halves,” “fourths” or “quarters.”
- Students should describe the whole as “two of” or “four of” the shares.
- Students should reason that partitioning a shape into more equal shares creates smaller shares.
Boundaries
- No shading of the shares is needed for this learning objective because the student is only required to partition the whole shape into equal shares.
- Students are not expected to write the fraction using fraction notation in first grade.
Examples
- Describe the equal shares created using the words halves, fourths, and quarters.
- Relate the equal shares to the whole using the phrases half of, fourth of, and quarter of.
- Describe the whole as two of, or four of the shares.
- Understand that halves and fourths are equal parts of a partitioned whole.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 1.GM.B.4
Cluster: 1.GM.B - Describe and compare measurable attributes.
STANDARD: 1.GM.B.4
Standards Statement (2021):
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.GM.C.8 | 1.GM.B.5 | N/A | 1.MD.A.1 1.GM.B Crosswalk |
Standards Guidance:
Clarifications
- Students should express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end, by using non- standard units.
- Students should explore this concept with objects found in the real world to develop solid measurement reasoning.
Terminology
- Length measurement of an object is the number of same- sized length units that span an object with no gaps or overlaps (iteration).
- Iteration –the process of repeating a unit length end to end along an object to obtain a measurement.
- Transitivity can be explicitly discussed: If A is longer than B and B is longer than C, then A must be longer than C as well. (Please reference page 8 in the Progression document).
Boundaries
- Students should learn through exploration that the length measurement of an object is the number of same-sized length units that span it with no gaps or overlaps (iteration). For example, when students are measuring the height of a vegetable plant in their classroom garden, they may use snap cubes put together to determine how tall the plant is.
Teaching Strategies
- Students should use terminology such as, but not limited to, “longer than”, “shorter than”, “same length as”, “taller than”, and “equal to”.
- Appropriate tools to measure non-standard units can be items such as one-inch paper clips, one-inch tiles, centimeter cubes, etc. The units need to correspond to standard units of measurement.
Examples
- Determine when an object is longer or shorter than another object.
- Compare two objects to a third and use those comparisons against the third object to compare the two objects.
- Students at an elementary school are maintaining an aquaponics garden. To measure the heights of the plants growing in their garden, they use snap cubes to determine how many cubes high the plant have grown.
2021 Oregon Math Guidance: 1.GM.B.5
Cluster: 1.GM.B - Describe and compare measurable attributes.
STANDARD: 1.GM.B.5
Standards Statement (2021):
Express the length of an object as a whole number of non-standard length units, by laying multiple copies of a shorter object (the length unit) end to end.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.GM.B.4 | 2.GM.B.4 | N/A | 1.MD.A.2 1.GM.B Crosswalk |
Standards Guidance:
Boundaries
- Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
- Include use of standard units such as inch-tiles or centimeter tiles.
Teaching Strategies
- Estimate, measure, and record lengths of objects using non-standard units, and compare and order up to three objects using the recorded measurements.
- Use a shorter object to measure the length of a longer object.
- Record the length of an object as the total number of shorter objects it takes to span the longer object without gaps or overlaps.
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 1.GM.C.6
Cluster: 1.GM.C - Tell and write time.
STANDARD: 1.GM.C.6
Standards Statement (2021):
Tell and write time in hours and half-hours using analog and digital clocks.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | 2.GM.D.10 | N/A | 1.MD.B.3 1.GM.C Crosswalk |
Standards Guidance:
Clarifications
- The familiarity of the number line provides students with an opportunity to make sense of the concept of elapsed time. The connection to the traditional clock can be made by bending the clock number line into a circle.
Boundaries
- Students should tell and write time to the hour and half hour in everyday settings, paying attention to a.m. and p.m.
- Problems presented to students should avoid crossing over a.m. and p.m.
- Students are not required to know the term elapsed time at this grade level.
Teaching Strategies
- Begin with a one-handed clock (just the hour hand) and use a lot of approximate language such as:
- “It’s close to 10:00.”
- “It’s half-way between 11:00 and 12:00.”
- “It’s just a little after 1:00.”
- Connect using a number line to tell time with how the number line can be curved to look like a circular clock.
Examples
- Tell time in hours and half hours using an analog clock.
- Tell time in hours and half hours using a digital clock.
- Write time in hours and half-hours.
- At 3:00 PM we are going to the trampoline park. We will be there for 4 hours. What time will we be leaving the trampoline park? Represent this on a number line. (It will be 7:00 when we leave the trampoline park).
- Illustrative Mathematics:
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oercommons
|
2025-03-18T00:36:40.327417
|
06/12/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105107/overview",
"title": "OREGON MATH STANDARDS (2021): [1.GM]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/46894/overview
|
powerpoint and image
Technological inventions
Overview
Researching on the funniest technological inventions
Section 1
Researching on the funniest technological inventions
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oercommons
|
2025-03-18T00:36:40.344713
|
01/25/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/46894/overview",
"title": "Technological inventions",
"author": "Fátima Alendouro"
}
|
https://oercommons.org/courseware/lesson/79750/overview
|
Music: Change Through Time Video
World Book Online Classical Music
Music: Change Through Time
Overview
In this lesson students will learn about music history. This lesson will go over the four main periods of music, the Baroque, Classical, Romantic, and Contemporary Periods. Provided is a video presentation and a reading to help students complete the assignment given. The lesson material should be viewed before the writing assignment is completed, but students are expected to take notes from the lesson materials on their assignment in the notes section.
Video
As a whole, This is a long lesson with a lot to do, so space it out over the course of a couple days. Done that way it should be more fun and less stressful.
In this lesson students will learn about music history. This lesson will go over the four main periods of music, the Baroque, Classical, Romantic, and Contemporary Periods. Provided is a video presentation and a reading to help students complete the assignment given. The lesson material should be viewed before the assignment is completed, but students are expected to take notes from the lesson materials on their assignment.
This video presentation, titled Music: Change Through Time includes general information about each period. This information will include approximate dates, Defining characteristics of music from that period, and significant composers/ important works from the period.
Reading
The provided article requires an account at World Book Online. If your school is in Utah and has access to Utah's Online Library have your student log in there and then follow the reading link. If not, either have the student create an account with World Book Online or skip the reading.
This reading, from World Book Encyclopedia, expands on the information provided in the video, also including some historical context. The article is very long, so there is a specific section to read. Instructions:
Log into Utah’s Online Library and open up World Book Online.
Then click on the link provided.
Click the “History” hyperlink on the left side, and scroll down until the heading “The Baroque Period.” Read until “Classical Music Today.”
Assignment
Again, This lesson with all of its parts is long, so space all of its elements out over a couple of days. Maybe have students Watch the video one day, then read the article, then complete the assignment over a course of 2 more days (4 days total).
This assignment is a written assignment, designed to be completed on Google Docs. To complete the assignment students will need to create copy the assignment doc and complete it on their own Google Drive. Students should take notes, there is a minimum of 3 notes for each period but more is encouraged. Based on what you learn, you are expected to pick an era of the music to study a composer from. You are encouraged to do outside research into what the music from different periods and composers actually sound like so you can pick something that you enjoy. You will need to pick a period to highlight, a composer from that period, and a piece written by that composer. You will then be asked to complete a write up on their findings, more detailed instructions for that write up can be found in the assignment document.
Have fun!
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oercommons
|
2025-03-18T00:36:40.366262
|
04/30/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79750/overview",
"title": "Music: Change Through Time",
"author": "Caleb Gordon"
}
|
https://oercommons.org/courseware/lesson/123982/overview
|
SEMINAR_PEDAGOGICAL INTEGRATION OF TECH._ANANGA
Use of Gamma for slide preparation
Use of Mentimeter Instructional Guide
Digital Literacy Capacity Building: GOT-Mobilty
Overview
The resources loaded are presentation slides for use in the training of participants.
They were prepared by:
- Daniel Danso Essel
- Patricia Ananga
- Philip Siaw Kissi
Training Material
This lesson is designed to disseminate knowledge and skills acquired through mobility to Finland and Estonia during the digital literacy GOT project. This initiative aims to bridge the digital divide by equipping participants with essential digital skills and enhancing their ability to navigate the digital landscape effectively. The lesson focuses on the practical applications of digital literacy in the classroom.
Materials cover the following areas
- Pedagogical approaches in enhancing student engagement and interactivity using digital tools.
- Tools for presentation slide preparation
- Assessment methods and tools
Follow our YouTube channel, which will be regularly updated to support our dissemination efforts. Click on the link to access our channel: GOT-UEW
Prepare slides using Gamma
This lesson segment introduces students to essential tools for creating professional and engaging presentation slides, focusing on the gamma software. Students will explore core functionalities such as slide design, visual enhancements, text formatting, multimedia integration, and best practices for clarity, simplicity, and audience alignment.
Assessment Methods and Tools
This lesson segment explores various methods and some tools used for designing assessments, particularly interactive polls and quizzes. Participants will be introduced to Mentimeter and E-Rater
|
oercommons
|
2025-03-18T00:36:40.388104
|
01/20/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123982/overview",
"title": "Digital Literacy Capacity Building: GOT-Mobilty",
"author": "Ephrem Kwaa-Aidoo"
}
|
https://oercommons.org/courseware/lesson/109400/overview
|
Powerpoint Navigating the Digital World Responsibly
Digital Citizenship: Navigating the Digital World Responsibly
Overview
The lesson plan, designed for 9th-grade students, focuses on digital citizenship, encompassing online safety, cyberbullying, privacy settings, and phishing. Students learn the importance of responsible digital behavior and practical strategies for staying safe online. They explore the types and impact of cyberbullying, understand the significance of privacy settings, and discover how to protect themselves against phishing attempts. The lesson concludes with students creating personal digital citizenship pledges to guide their online interactions, emphasizing responsible and ethical behavior in the digital world.
Overview
Grade Level: 9th Grade
Duration: 1 class period (approximately 45-60 minutes)
Lesson Objectives:
- Understand the concept of digital citizenship and its importance in today's digital age.
- Identify potential online risks and explore strategies for mitigating them.
- Evaluate the impact of digital behavior on personal and community well-being.
- Develop a personal digital citizenship pledge to guide online interactions.
Vocabulary:
Online Safety: Practices and measures taken to protect oneself and others from potential dangers and risks while using the internet.
Privacy Settings: Tools and options within online platforms that allow users to control who can see their information and activities.
Digital Footprint: The trail of data and information that individuals leave behind as they use the internet, including their online interactions and activities.
Phishing: A fraudulent attempt to obtain sensitive information, such as usernames, passwords, and credit card details, by disguising as a trustworthy entity in electronic communication.
Teaching Materials, Activities & Assessment
Task 1: Personal Digital Citizenship Pledge
- In this task, students will be asked to create a personal digital citizenship pledge. The pledge should include specific actions they will take to be good digital citizens, such as respecting others' privacy, avoiding cyberbullying, and verifying information before sharing it. These pledges should be written and then made into a poster with a relevant design.
Task 2: Digital Citizenship Quiz
- Provide students with a quiz featuring multiple-choice questions on topics related to digital citizenship, such as online safety, privacy, cyberbullying, and responsible online behavior. Use the Common Sense Education resource for sample questions. After the quiz, discuss the correct answers and explanations.
|
oercommons
|
2025-03-18T00:36:40.409193
|
Jessica Davis
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109400/overview",
"title": "Digital Citizenship: Navigating the Digital World Responsibly",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/78402/overview
|
Brain-Based Learning Lesson Plan (3rd Grade Math)
Overview
This is a third-grade lesson that can be used as a great review of their multiplication and division skills. This can also be an introduction to how multiplication and division are related and talking about inverse operations.
Multiplication and Division (CCSS.MATH.CONTENT.3.OA.C.7, CCSS.MATH.CONTENT.3.OA.B.6, CCSS.MATH.CONTENT.3.OA.B.5)
Julie Sapp's Brain-Based Learning Lesson Plan
Brian-Based Lesson
Lesson Objectives:
| |||
Grade: 3rd Time frame: 60 minutes | Lesson Title: Multiplication/Division Movement | ||
Brain-based Strategies Used in the Lesson:
| Formative or Summative Assessments: | ||
Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?
| |||
Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.
Technology materials: (hardware, websites, video links,etc.) | |||
Content Core Standard: (List the standard(s) and then hyperlink it to the standards website. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.warm-up end of Grade 3, know from memory all products on two one-digit numbers. | |||
Technology used: Smartboard, Flocabulary, GoNoodle, Google Slides | |||
Time | Materials | Lesson Procedures (Include the materials & technology.) | |
10 Mins | Beach Ball with numbers 1-6 | Intro activity to activate schema (background information)/Warm-up/or Bell-ringer -Students will come to the carpet and stand in a circle. We will discuss the rules of the warm up that are on our google slides presentation. Students will then partake in tossing the beach call and catching it with two hands. Whatever two numbers their thumbs land on they must multiply and share their answer. Once they have the right answer, they toss it to the next person. Music will be playing the background and students are allowed to dance in their spot as they wait and listen. This is a quick review from yesterday’s lesson of fact fluency. EXTRA CHALLENGE - Have students share the related division fact in the last 3 minutes of this activity. Example - 3x5 = 15 so 15/3 = 5 | |
15 Mins. | Smartboard Whiteboards | Introduce New Information: (Teaching) -Students will start today’s lesson by singing along to a flocabulary song on division and a flocabulary song on multiplicaiton. They can stand as they sing along. The song will shout out facts and students have to answer before the song does. This is a whole group activity. -We will now go through out Google Slides and answer the questions using our prior knowledge of multiplication/division strategies. These questions involve two digit numbers so provide examples and do 2-3 problems with the students before allowing them to come to the board on their own. -Students will be using whiteboards to show their understanding and to check for understanding/engage all students. They will also have opportunities to work in pairs. | |
| 10 Mins | Hands-on Activity Steps: (Prepare ways for students to practice the new information.) -Students will complete this fact family google slide activty on their own. This gives them time to show their undestanding individually. They can use whiteboards to check their work and submit it when they are complete. Early Finisher - Work on your fact fluency flash cards | ||
| 15 Mins. | Anchor Charts I have/Who has | Feedback: (How will the students provide feedback?) Group activity? Instructor feedback? -Students will receive two cards each. Their cards will say “I have __ who has __”. The blanks will be filled in with numbers that correspond with other cards their classmates have. This game requires attention and students must stand up each time it is their turn to share their card. The first student will start by saying “I have the first card, who has 3 x 10”. The next students will say “I have 30, who has 4 x 9”. The game will continue until we reach the end. If a student gets stuck, ask everyone to get their whiteboards out and use a strategy from their anchor charts around the room. | |
Homework or in-class assignment. | Assessment(s): (assignments and/or activities)
|
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Game
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https://oercommons.org/courseware/lesson/119964/overview
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Education Standards
2. WA SCA Front Matter
3. Science_Background_Knowledge_Chart
4. Assessing_Prior_Knowledge_in_Science
5. WA_SCA_Appendix
6. Pacific Education Institute website
Washington Student Climate Assembly: Climate Change in the Civics Classroom
Overview
The Student Climate Assembly (SCA) curriculum equips students with the knowledge and skills to engage meaningfully with climate change by integrating social studies and science for a holistic understanding of its social, economic, political, and environmental impacts. It aligns with Washington state civics standards, teaching students about government structures and local climate action plans. Through critical analysis, recommendation writing, and advocacy, students learn to influence climate solutions.
Key themes include civic engagement, climate justice, governmental responsibility, scientific understanding, and tribal perspectives. These elements empower students to participate in democratic processes and advocate for inclusive, effective climate policies.
Curriculum at a Glance
Sequence of Phases
The unit follows a structured sequence to guide students to learn and apply civics content and skills as described in the WA Civics Standards. It teaches students to be “active, informed, and engaged citizens” by addressing a some of the six content areas required to be taught in Washington state civics classes, particularly #3: “Current issues addressed at each level of government” (Source: RCW 28A.230.094). In this case, climate change is the current issue. Given that it is regularly debated and discussed at all levels of government, it is a perfect fit for civics education.
- Phase 1: Climate Change, Climate Assemblies and Civics
- Phase 2: Analyze and Recommend Local Climate Actions
- Phase 3: Deliberation and Voting
- Phase 4: Taking Action and Presenting to Decision-Makers
Core Themes
The curriculum is built around core themes and ideas that are essential for understanding and addressing climate change. They include:
- Theme 1: Deliberative Democracy and Civic Engagement
- Theme 2: Climate Justice and Equity
- Theme 3: Governmental Responsibility and Policy Action
- Theme 4: Scientific Understanding and Solutions
- Theme 5: Tribal Perspectives
Key Objectives and Skills
Based on the phases and unit themes, we identified key objectives for this course.
Key Objectives
- Students will understand the foundational science of climate change, including its causes, effects, and the role of human activities in driving these changes.
- Students will explore the concepts of climate justice and equity, including how climate change disproportionately impacts marginalized communities. Students will practice incorporating these considerations, along with Indigenous knowledge and perspectives, into their policy analyses.
- Students will learn about the roles and powers of local, tribal, state, national, and international governments and the importance of democratic participation in addressing climate change.
Key Skills
- Students will participate in a climate assembly to practice deliberative democracy and collective decision-making.
- Students will enhance their research, source evaluation, critical-thinking, writing, and communication skills by analyzing climate issues, developing policy recommendations, and presenting their findings to stakeholders.
- Students will engage in discussions about climate anxiety, learning strategies to cope with these feelings. They will also gain an understanding of the value of their contributions to climate action, fostering a sense of agency and hope.
A Note on Student Voice
When students are able to present to their mayor, city council members, and/or other government or tribal decision makers, students’ are motivated to do their best work. This curriculum is not a simulation. Students use evidence to analyze and advocate for the climate solutions that they think will work in their community, or to advocate against those they think will not work. The choice will be theirs.
As we move forward, it's important to acknowledge that many students may feel overwhelmed or even hopeless about the future. The Climate Emotions section in the appendix explores how to address these feelings, offering strategies to help students cope with climate anxiety and maintain a hopeful outlook about the future. Some of these strategies are included in phase 1 and phase 2 lessons.
For more information about this curriculum, support and training opportunities contact Lisa Eschenbach at eschenbach.lisa@gmail.com
Click on the images below to access the lessons and resources for each phase.
Scroll down for brief introductions to each phase.
WA SCA Front Matter: Introduction and Table of Contents
The Front Matter for this curriculum (posted in the Resource Library) provides teachers with a thorough overview of the unit including its history, content, process, themes, standards alignment, assessments and rationale. For a quick overview of the unit and to find information useful in determining whether this unit is a good fit for your classes, skip to Sections III and IV. To see lessons and materials for each of the four phases, click on the icons below.
Section I: Climate Assemblies—Integrating Climate Change into Civics
Section II: The Context of Climate Change
Section III: About the Unit
Section IV: WA SCA Curriculum Plan
Section V: Preparing for your Student Climate Assembly
Section VI: SCA Unit Overview and Assessments Sheet for Teachers
Section VII: Understanding and Using This Curriculum
WA SCA: Phase Introductions
Phase 1: Learning SessionsIn Phase 1, students explore how various levels of government address climate change, meeting C2.11-12.1 (analyzing citizens’ and institutions’ effectiveness in addressing social and political problems). They also critically examine how governments take climate actions at local, state, tribal, and national levels. More specifically, students start by exploring the structure and purpose of student climate assemblies, reviewing the current science and status of climate change, potential solutions, and the role of government at the local, state, tribal, national, and international levels. This foundational phase provides students with the necessary background knowledge and motivation to analyze their local government’s or tribe’s climate action plan and participate in a climate assembly, including:
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Phase 2: Action Analysis and RecommendationsIn Phase 2, students apply the STEEP framework to analyze climate actions, focusing on evaluating policies and government actions, addressing C4.11-12.2 (analyzing ways of influencing governments to promote the common good). This phase is about structured analysis rather than deliberation. More specifically, students will conduct in-depth research to analyze actions proposed by local or state decision makers, identify the most promising ideas and proposals, develop well-reasoned recommendations, and create compelling presentations. This phase emphasizes critical thinking, effective communication, and persuasive writing. Through their participation in this phase students:
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Phase 3: Deliberation and VotingIn Phase 3, students use appropriate deliberative processes, meeting C4.11-12.1 (using deliberative processes in multiple settings). During this phase, they present findings, deliberate, and build consensus on climate actions. More specifically, students will participate in a classroom-based climate assembly, practicing the processes of deliberation and democratic decision-making. They will present their analysis and recommendations, engage in deliberations, and vote to determine the best recommendations. Through their participation in this phase, students foster their collaboration, deliberations, and consensus-building skills through:
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Phase 4: Advocating for ActionIn Phase 4, students apply C1.11-12.3 (applying civic virtues and democratic principles) by working together to advocate for their climate action recommendations to local government leaders, promoting civic responsibility and collaboration. More specifically, the curriculum culminates in this phase with students choosing and carrying out an action to advocate for their recommendations with a focus on organizing and presenting their recommendations to local decision-makers. This real-world application highlights the practical relevance of their work and provides a platform for students' voices to be heard by advocating for their recommendations. Students also reflect on what they have learned. Key components of this final phase include:
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WA SCA Appendix: Introduction and Table of Contents
Introduction
The Appendix (posted in the Resource Library) includes several sections designed to deepen teachers understanding and engagement with topics related to climate change.
Table of Contents
Appendix A: Climate Assemblies
Provides guidance and resources for organizing and facilitating community discussions around climate solutions.
Appendix B: Climate Change - Digging Deeper
Offers a comprehensive exploration of the science behind climate change, its causes, and impacts.
Appendix C: Climate Justice
Examines the intersection of climate change and social equity, highlighting its disproportionate effects on marginalized communities.
Appendix D: Tribes, Sovereignty and Climate Change
Focuses on the role of Indigenous communities in climate resilience, emphasizing sovereignty and stewardship.
Appendix E: Climate Emotions
Addresses the emotional impact of climate change, offering strategies to navigate feelings like eco-anxiety and grief.
Appendix F: Extension and Enrichment Learning Opportunities
Presents additional activities and projects to expand learning beyond core lessons.
Appendix G: Glossary
Defines key terms to support clear communication and comprehension of climate concepts.
Acknowledgments
This project was made possible by funding from the Washington State Legislature to support the development of deliberative democratic student climate assemblies in high-school civics classes. We want to thank the legislature and our three participating pilot schools: Heritage High School in Marysville, Glacier Peak High School in Snohomish, and Ellensburg High School.
Project Managers: Lisa Eschenbach & David Ketter
Curriculum Writers: Fernando Reyes, David Ketter, and Ryan Hauck
For Pacific Education Institute, Kathryn Kurtz, Executive Director
Curriculum Reviewers: Molly Griffiths, and Megan Rivard, Pacific Education Institute
OSPI Contract Manager: Lori Henrickson, Climate Science Curriculum Integration Consultant
Pilot teachers: Christie Ryba-Johnson, Eric Wickwire and Ryan Hauck
Copy Editors: Melanie Austin, Nancy Haight, Sharon Ezzeldin
Graphic Designer: Julianna Patterson
Advisory Council Members:
Mark Windschitl, PhD. Professor Emeritus, UW College of Education.
- Deb Morrison, PhD. Research Scientist, UW College of Education
- Molly Sinnot, MA. Climate Project Coordinator, Gates Ventures OER Project
- Paul Williams, Shellfish Biologist and Policy Coordinator, Suquamish Tribe
- Brad Street, M.Ed. Senior Manager of Professional Development, Islandwood Environmental Learning Center
- Johanna Lundahl, deliberative democracy and public engagement specialist, originally with People’s Voice on Climate
- Hanna Jaramillo, Science Teaching & Learning Manager, Educurious
- Molly Griffiths, MA. Pacific Education Institute
- Megan Rivard, Pacific Education Institute
Attribution and License
Attribution
This resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program.
Project Leads: Lisa Eschenbach, David Ketter
Instructional Materials Author: Fernando Reyes, Ryan Hauck
Thank you to the following educators who contributed to planning, development, and material review:
Steven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire
The Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License.
Graphic design by Julianna Patterson.
This work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.
License
Except where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos.
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Lesson Plan
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https://oercommons.org/courseware/lesson/117239/overview
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Education Standards
Where Does Our Food Come From Lesson Plan
Where Does Our Food Come From Presentation
Where Does Our Food Come From?
Overview
Students will learn about where different types of food come from, why nutrition is important, and how to grow their own food. Students will also learn the basic conditions required for plants to grow, and the importance of human action in maintaining the availability of these conditions.
In partnership with the Washington State Office of the Superinrendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Fellows program.
Where Does Our Food Come From? Lesson Overview
Lesson Title: Where Does Our Food Come From?
Grade Level: Kindergarten-1st Grade
Disciplinary Area: Earth Science
Duration: 45 minutes
Big Question:
Where does our food come from? What does it need to grow? How does a changing climate impact food growth?
Learning Objectives:
- Students will learn about where their food comes from, and the different growing conditions needed to grow different plants.
- Students will learn about the different part of a plant and what plants need to grow and survive.
- Students will learn how they can help plants grow.
Key Terms:
Soil, Sunlight, Water, Seeds, Stem, Flower, Pea Pod, Roots, Leaf
Standards:
Next Generation Science Standards
- K-ESS3-1: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
- K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environmnent.
| Material: | Link for Purchasing: |
| Paper Cupcake Liner | Cupcake Liners |
| Biodegradable Seed Cups | Seed Cups |
| Snow Pea Seed Packs | Seeds |
| Water (in spray bottles) | Spray Bottles |
| Paper Towels | Paper Towels |
| Soil | Soil |
| Rubber Bands | Rubber Bands |
| Plant Puzzle | Included in Lesson PDF |
Authors: Jordan Kremer, Gonzaga Class of 2025
Revised by John Bergin, Gonzaga Class of 2025
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oercommons
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2025-03-18T00:36:40.598341
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Culinary Arts
|
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"title": "Where Does Our Food Come From?",
"author": "Botany"
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https://oercommons.org/courseware/lesson/117236/overview
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Education Standards
Climate Forecasters Presentation
Climate Forecasters
Overview
This lesson covers the definitions of differences between weather and climate. Students will discuss local climates in Washinton state, then they will dicsuss climates around the world and collaborate to determine distinct attributes of different climates. For this lesson, the focus will be on the ice block activity to demonstrate how a changing climate affects the local ecosystem.
In partnership with the Washington State office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Fellows program.
Climate Forecasters Lesson Overview
Lesson Title: Climate Forecasters
Grade Level: 2nd-3rd
Disciplinary Area: Earth and Human Activity
Duration: 45 minutes
Big Question:
What is the difference between climate and weather and how do changes in climate effect animals and their ability to live in a certain envrionment?
Learning Objectives:
- Students will be provided with definitions of weather and climate and learn to differentiate them through examples.
- Students will learn examples of ways animals have adapted to their specific climate conditions.
- Students will learn through an activity how changes in climate can impact animals within that environment.
Key Terms:
Weather, Climate, Climate Change, Atmosphere, Adaptation
Standards:
Next Generation Science Standards
- 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.
- 3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
Materials:
| Material: | Link for Purchasing: |
| Ice Block Kit | Arbor Scientific Kit |
| Box of Arctic Animal Figurines | Arctic Figurines |
| White Paint | N/A |
| Ice Sheet Placemat | Included in Lesson PDF |
| Animal Cutouts | Included in Lesson PDF |
Authors: Nina Berry, Gonzaga Class of 2022
Revised by Abby Woodside, Gonzaga Class of 2024
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2025-03-18T00:36:40.625873
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Life Science
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"author": "Geology"
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https://oercommons.org/courseware/lesson/118285/overview
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Education Standards
Steps for Timeline of a Spoon
Timeline of a Plastic Spoon
Overview
Students build a model of the steps taken for a plastic spoon to reach the landfill. Through this, they learn about the energy and resources used in the process and devise actions people can take to minimize the impact on the environment.
Timeline of a Spoon
| Grade | 3-5 |
| Number of Students | 15-30 |
| Lesson Duration | 45-60 min |
Summary
Students will build a model of the steps for a spoon to reach the landfill. Through this, they learn about the energy and resources used in the process and devise actions people can take to minimize the impact on the environment.
Subject
Energy use / Waste and Recycling/ Environmental science / Climate change impacts / Human activity
Objective
Students will:
- Sequence steps of the waste stream.
- Model energy and water use in the waste stream system.
- Identify how what we throw away affects climate change.
Materials
- 5 sets of the following:
- 7 fuel containers
- 3 droplets of water
- 8 pieces of land
- 8 people
- 5 Whiteboards
- 5 Dry Erase Markers
- 5 Erasers
Lesson Prep
- Queue the video on how a plastic spoon is made: The Story of a Spoon
- Print out 5 copies of the Steps for Timeline of a Spoon.
- Cut each step out, set aside steps 1 and 9, and place the rest into envelopes.
- Print 2 copies of the Resource cards and cut out all the resources.
- Place 7 fuel containers, 3 droplets of water, 8 pieces of land, and 8 people in each envelope, along with steps 2-8 of the Timeline
Background
Garbage is a very big deal and growing. The average person living in the United States throws away about 4.5 pounds of trash daily. That adds up to a population of over 329 million people! Almost everything we do creates waste, which can have major environmental impacts in various ways. People would rather set it outside and just forget
about it, but garbage is causing some pretty big problems! Most of the garbage ends up in landfills and can harm the environment and animals. It can even end up in oceans and litter across our community. We want to think about ways to use less and recycle more.
Where does the garbage go?
The following information describes where waste goes in Whatcom County Washington. It provides an example of what may happen in your community as well.
The garbage thrown out at school gets picked up by a garbage truck. If your school is in Bellingham, Ferndale, or Blaine, this garbage truck works for a company called the Sanitary Service Company. If your school is in Lynden, Everson, Nooksack, or Sumas, the garbage will be picked up by a garbage truck from Nooksack Valley Disposal.
After the garbage is crushed into one-ton blocks at a transfer station, it will then be transported to The Roosevelt Landfill in Roosevelt, WA, or the Columbia Ridge Landfill near the Columbia River on the border between Oregon and Washington. Roosevelt Landfill is lined with clay and high-density polyethylene plastic. Underground pipes collect leachate and send it to be treated. The total landfill is 2,545 acres. It will hold 120 million tons of garbage before it closes in about 35 years. Columbia Ridge is similar to Roosevelt; it’s also lined with clay and high-density polyethylene plastic. However, it is a much larger facility covering about 12,000 acres. Columbia Ridge processes 2 million tons of waste each year and still has space for another 330 million tons before it will be capped.
South Carolina Dept. of Natural Resources
What is happening at a landfill?
The bottom layer of the landfill consists of a liner that keeps trash and byproducts separate from the environment and groundwater. Some liners are made up of compacted clay which is normally made of dense, compacted clay solid enough to prevent waste, liquid, or gas leaks from seeping into the environment. They may also use plastic liners.
On top of the liner, you’ll find a stormwater drainage system that filters out the liquids produced by trash and the water collected from rain and snow. This layer is essential because it separates the produced liquids from solid waste. Another drainage system specifically filters out the liquid produced by trash, called leachate, from any rainwater and the rest of the landfill.
The gas collection system uses extraction wells and pipes throughout the landfill to carry landfill gas that’s generated when waste decomposes to treatment areas, where it is then vented, burned, or converted into energy.
A landfill is permanently capped with a plastic liner when it is full. After it’s capped, the landfill is covered with two feet of soil. Then, vegetation (typically grass and plants without penetrating roots) is planted on top to prevent soil erosion due to rainfall and wind. The landfill is monitored for 30 years to ensure there is no detrimental impact on the environment.
How landfills impact the environment
Producing goods and then transporting them uses a large number of fossil fuels and natural resources. When items are thrown out and transported to the landfill, all those resources that were used to produce and transport those items are wasted, and when they get buried in the landfill, methane is produced as it breaks down.
Some other ways that a landfill could harm the environment include:
- When the garbage in a landfill begins to decompose, other harmful gases like carbon dioxide are released, which pollute the air and contribute to climate change.
- Landfills are huge, which means that a lot of space and land is required to create a landfill. That space could have been used instead to make a beautiful park for people to enjoy!
- Lastly, the items sent to the landfill will be there for a very long time. Due to the lack of oxygen when compacted, the items will not decompose or will take hundreds of years to decompose. For example, a glass jar may still be whole in a landfill in a million years!
Procedure
Introduction (10-15 minutes)
- Show the video The Story of a Spoon
- Prompting questions for pair share or group discussion:
What surprised you in the video?
Where do you think the things we throw away go? (to a landfill)
Show a photo or illustration of a landfill explaining the different parts. (See Background)
Has anyone seen a landfill or know what it looks like?
The video showed all the work to create a plastic spoon. What about the work it takes to dispose of one?
Activity: Timeline of a Spoon (20 minutes)
Putting the steps in order
- Tell the students they will now be placed into groups to learn more about landfills and what steps the things we throw out will go through before it meets the end of its life
- Place students in groups of 4
- Pass out the first and last step of the timeline to each group, along with a whiteboard, pen, and eraser
- Have students discuss with their group and write down at least 3 more steps they think the garbage goes through from the beginning to the end
- When each group has finished, have each group share one step they wrote down
- Write down the steps on the board, or have a slide ready to present to the students. Here are the actual steps that can be shared with students (note these are steps local to Whatcom County in Washington State):
- Garbage is picked up by either Sanitary Service Company or Nooksack Valley Disposal
- A garbage truck takes it to one of two transfer stations in Ferndale (Republic Services on Slater Rd or Recycling & Disposal Services on La Bounty Dr)
- The transfer station compacts garbage into 25-27 ton blocks (1 ton=2000 lbs)
- Some blocks are loaded onto a train to Roosevelt Landfill
- Some containers go to Seattle, then are shipped to Columbia Ridge Landfill in Arlington, OR
- Shipping containers are taken off and placed into semi-trucks
- Garbage is dumped around the landfill
- Water is sprayed on garbage so it doesn’t blow away as easily
- It is then buried and compacted with more soil
Adding Resource Cards
- Distribute an envelope with the remaining steps of the timeline of a spoon to each group. The envelope should also have 7 fuel containers, 8 pieces of land, 3 water droplets, and 8 people/workers
- Ask the group to revise and complete their timeline with the other steps, and then decide at which steps what types of resources are used (for example, if it is a step that involves driving, then the resource of fuel is used, so place a fuel container next to that step); most steps will have more than one resource being used, and you may have leftover resources at the end
- After every group has had a chance to place resources in their timeline, ask each group to share what resources they think are involved in each step. Write them down on the board as each group takes a turn to share.
- Afterward, have the group discuss and write down on the whiteboard at least 3 environmental concerns of landfills.
- When they finish discussing, have each group share 1 environmental concern they wrote down. Some examples could be:
- Leachate could contaminate groundwater
- Litter (and then to the garbage patch in the ocean) could blow away at multiple points in the process
- Uses a lot of fuel to transport garbage, which can lead to more greenhouse gases in the atmosphere
- When items decompose, they produce methane, another greenhouse gas
- Air pollution
- Items will take a long time to decompose if they decompose at all
- Animal and human health
- There is just not enough room; each person creates about 4.5 lbs of garbage a day
Optional: Pair & Share: Would the timeline be different if it were paper instead?
Conclusion (10-15 minutes)
Pair & Share: What can we do to reduce the amount of waste that we throw in the landfill? Some examples could include:
- Refuse - When you say “No thanks” to a waiter asking if you want a straw. That means that there is one less straw in the landfill.
- Reduce - Some ways to reduce waste include buying products with minimal packaging, using a cloth bag instead of paper or plastic, and buying durable products with a longer life span.
- Reuse - This is when you use waste as something new. Reusing does not require the expense of energy or new materials because the manufacturing process is not involved. Examples: doing upcycling projects with items you would normally throw away, using both sides of a piece of paper, saving and using plastic or paper grocery bags for future visits, and donating unwanted items such as clothing, books, or toys to a charity.
- Recycle - When you change material into other new products and materials to prevent waste of items that are still good. When something is recycled, that item will be broken entirely into tiny pieces. It will then be melted and formed into new shapes. Recycling conserves natural resources, reduces air and water pollution, and saves energy. Optional: students can watch this video or this shorter video to learn more about the recycling process.
- Rot - Organic materials like plants that cannot be reused or recycled can be decomposed to produce compost, a rich soil amendment that helps plants grow.
- Compost needs worms, some dirt, water, oxygen, and green things like grass clippings and food scraps, and brown items like newspapers, leaves, and/or hay; water and air.
- About 25% of the materials that go into the landfill are excellent candidates for composting.
- FoodPlus!: If your school has FoodPlus! Containers, the stuff that gets put in those bins, will be brought to Green Earth Technology in Lynden. You can watch a video on how it happens at this link.
Pair & Share or Classroom pledge: What is one thing you will do to reduce waste and send fewer things to the landfill?
Resources used
Waste Part 2 - Columbia Ridge Landfill, Arlington, Oregon Episode 1302
Except where otherwise noted, this work by RE Sources (www.re-sources.org) is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.
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Lesson
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https://oercommons.org/courseware/lesson/112191/overview
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Consequences of Industrialization, State Expansion 1750-1900
Overview
This lesson plan is from a unit titled Consequences of Industrialization. It explores the expansion of imperial states from 1750-1900 and the methods of that expansion. The lesson also focuses on how imperial powers have dealt with the negative consequences of imperialism on indigenous peoples in recent years.
Attachments
The attachment for this resource is a sample lesson plan for a lesson about state expansion as a consequence of industrialization.
About This Resource
The sample assignment here was submitted by a participant in a one-day workshop entitled, "Teaching Indigenous History as World History" for world history teachers hosted by the Alliance for Learning in World History.
This resource was contributed by Douglas Fenderson.
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oercommons
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2025-03-18T00:36:40.684579
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Alliance for Learning in World History
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112191/overview",
"title": "Consequences of Industrialization, State Expansion 1750-1900",
"author": "Lesson Plan"
}
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https://oercommons.org/courseware/lesson/122982/overview
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Lesson KEY - Tides, Farming Considerations & Growth Rates
Lesson Worksheet - Tides, Farming Considerations & Growth Rates
Shellfish Identification Sheet
Washington Sea Grant: Small Scale Oyster Farming
Shellfish Aquaculture: Tides, Farming Considerations & Growth Rates
Overview
Have you ever wondered what it would be like to work on a shellfish farm? Bring students to the beach to explore shellfish habitat and participate in aquaculture activities! In this lesson, students will gain a practical understanding of tides; evaluate farm gear, biofouling and predators; measure shellfish and calculate growth and mortality rates. Students should leave the beach with an appreciation of the ecological and economic importance of shellfish in Washington state.
This lesson is best suited for a beach with shellfish aquaculture gear. However, it can easily be adapted for a beach where shellfish (or surface shells) are present. All resources are available for download.
This lesson was supported by funding from Career Connect Washington (in partnership with Pacific Education Institute), Inspire Olympia and Smart Sustainable Shellfish Aquaculture Management (S3AM).
Preview
This lesson can be adapted for the classroom by using the "Before You Go!" lesson, printing tide charts, and collecting items to measure such as shells, rocks, etc. for the Growth Rate calculations.
Contact Pacific Shellfish Institute (psi@pacshell.org) to request Word documents of lesson materials for making personal modifications.
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oercommons
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2025-03-18T00:36:40.707859
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Environmental Science
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122982/overview",
"title": "Shellfish Aquaculture: Tides, Farming Considerations & Growth Rates",
"author": "Ecology"
}
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https://oercommons.org/courseware/lesson/124366/overview
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UNDERSTANDING PHOTOSYNTHESIS: The key to plant life
Overview
Photosynthesis is a fundamental biological process by which green plants, algae, and certain bacteria convert light energy into chemical energy. It plays a crucial role in sustaining life on Earth by producing oxygen and forming the base of the food chain.
The process occurs in the chloroplasts of plant cells, primarily in leaves, where chlorophyll absorbs sunlight. It involves two major stages: light-dependent reactions, where sunlight is used to generate energy, and the Calvin cycle, where carbon dioxide is converted into glucose.
Several factors influence the rate of photosynthesis, including light intensity, carbon dioxide levels, temperature, and water availability. This process is vital for food production, oxygen generation, and maintaining ecological balance, making it essential for life on Earth.
Photosynthesis
Photosynthesis
1. Definition of Photosynthesis
2. Importance of Photosynthesis
3. Raw Materials Required
4. Site of Photosynthesis
5. Steps of Photosynthesis
A. Light-Dependent Reactions
B. Light-Independent Reactions (Calvin Cycle)
6. Photosynthesis Equation
7. Factors Affecting Photosynthesis
8. Applications & Real-World Significance
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oercommons
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2025-03-18T00:36:40.726632
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Student Guide
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/124366/overview",
"title": "UNDERSTANDING PHOTOSYNTHESIS: The key to plant life",
"author": "Homework/Assignment"
}
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https://oercommons.org/courseware/lesson/121758/overview
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Education Standards
Rewrite for ELLs L1 L2
Spring Script
TPR
Lesson on Frog and Toad: Spring, with modifications for ELLs
Overview
A lesson plan for 2 days of 1st grade based on Frog and Toad are Friends, Chapter 1: Spring, which includes modifications for English Language Learners at all levels of language acquisition, including newcomers (Level 1).
This can be used in:
A mainstream class
A mainstream class that includes some/many English Language Learners (ELLs)
A sheltered instruction class
A bilingual/multilingual class
Frog and Toad are Friends Chapter 1: Spring
Frog and Toad are Friends Chapter 1: Spring
1st grade Day 1 (30-40 minutes), Day 2 (30-40 minutes)
Content objectives:
Common Core State Standards:
RL.1.2 Retell stories, including key details and demonstrate understanding of their central message or lesson.
RF.1.3.F Read words with inflectional endings.
Language objectives:
WIDA ELD Standards:
ELD-LA.1Narrate.Interpretive: Multilingual learners will interpret language arts messages by:
- Identifying a central message from key details
- Identifying how character attributes and actions contribute to an event
- Identifying words and phrases that suggest feelings or appeal to the senses
Vocabulary: SW read these words in the form listed in group practice and as part of the book
ELL Level 1-2 wake up go away pushes | ELL Level 3-4 pushed pulled tore | ELL Level 5+ count will skip knocked | English L1 shutters meadows calendar |
SWBAT respond to these verbs in command form by performing the corresponding action | SWBAT point to images that correspond with these words |
Materials:
- For all students:
- Printed copy of the picture file
- Printed copy of the Spring Script
- Scrap paper (any size) to have during TPR
- Copy of the book (for each student or for small groups)
- For each group of 3-4 students:
- Printed and cut out copy of the labels
- For whole class:
- Printed / Displayed TPR visual and written supports
- For all ELL students at Levels 1 & 2:
- Printed adhesive notes of the re-written story, posted into the corresponding pages of the book
- Pre-record the re-written story and a tablet/laptop & headphones, unless an aide will read with ELLs at Levels 1 & 2
Works well with units/themes focused on:
- Friendship
- Opposites
- Changing seasons
- Hibernation
- House vocabulary
Day 1
Building language: TPR (Total Physical Response): (3-5 minutes) Write on the board & give commands and have the whole class act out, introduce the words 2 at a time, then move to the next 2, then do all 4, etc.
Look / Skip / Run / Swim
Go to sleep / Wake up / Go away / Come back
Push the paper away from you / Pull the paper toward you / Tear the paper
Before reading (8-10 minutes):
Book introduction: “This is a book called Frog and Toad are friends [point to the title]. It is about two friends; one is a frog, named Frog, and one is a toad, named Toad [point to the characters]. These friends have many adventures. Today, we will read about Frog and Toad. They will help each other, spend time together and have fun. What do you do with your friends to have fun? [response time]”
Story Introduction: “Some animals sleep all winter long. They hibernate. Toads, frogs and bears sleep during the winter and wake up in spring. [pause] The first story in this book is called Spring [point to tile]. In this story, Frog wants Toad to wake up because it is spring. Look at this picture [Toad in bed, under the covers] is Toad awake in this picture? [response time]. Look at this picture [front porch] is Toad awake in this picture? [response time]. Do you think Toad will wake up? [response time]. As you read, think about the ways that Frog tries to get Toad to wake up. How would you get Toad to wake up? [response time]”
Reading practice
- Read as a whole class: either all the words as a whole class or identify just 2-4 per column
- Then, in groups, students at each level should look through the book to identify those words, underlining or using adhesive arrows/highlighting to mark them in the book
ELL Level 1-2 is / am / are here no / not | ELL Level 3-4 path front covers | ELL Level 5+ | English L1 |
inside outside begin | |||
wake up go away pushes | pushed pulled tore | count will skip knocked | shutters meadows calendar |
Reading: (5-10 minutes)
For ELL levels 1-2s have a pre-recorded reading of the re-write of the book for them to follow along with -or- have an aide read aloud with them while they follow along. They should have time to read through twice.
For all other students, have them read silently. You may want to meet with a guided reading group to work on reading strategies or rotate through the class.
After reading: act out and discuss the story: (10-15 minutes)
Have 4 students act out and read the Spring Script (p. 8-9). If you can, get an ELL to act as Frog or Toad.
- Practice inflection – ask the class/audience to help with inflection of sentences that end with exclamations and question marks.
After acting out the script, discuss the story:
- “What is Frog like? Is he energetic or tired? Is he happy or grumpy?”
- “What is Toad like? Is he energetic or tired? Is he happy or grumpy?”
- “Why does Frog want Toad to wake up? What were some activities (some things) that Frog wanted to do with Toad?”
- “Why wouldn’t Toad wake up?”
- “How did Frog finally get Toad to wake up?”
- “Do you think Frog tricked Toad? What in the story shows that he did (or did not) trick Toad?”
Day 2
Building language: TPR (Total Physical Response): (5-7 minutes) Write on the board & give commands and have the whole class act out, re-introduce the words 3 at a time, then move to the next 3, then do all 6, etc.
Variation 1: Once you have gone through all the words multiple times, the children can take turns being the teacher and giving commands from the list.
Variation 2: You can also give commands in different emotional contexts, ie “you are sleepy, skip like you are sleepy” “you are grumpy, push the paper away from you like you are grumpy”
Look / Skip / Run / Swim
Go to sleep / Wake up / Go away / Come back
Push the paper away from you / Pull the paper toward you / Tear the paper
Before reading/acting (8-12 minutes) in groups of 3-4:
Label images: Using the picture file with either each language-level having their own words, or with all the labels mixed for the group and have students take turns placing labels so that lower-language level ELLs have opportunities to participate.
“Read the words on the pieces of paper that you have. Can you use the words to label those parts of the pictures of the story? [pause] f I had the words ‘front porch’ on a paper, where could I put that paper on these pictures? Where is the front porch? [place paper in the wrong location] Should I put the label here? [pause for response]. What if I put it here? [place the paper in the correct location & pause for response]. Now, in your group, take turns, one at a time, putting a piece of paper on the part of the picture that it describes.”
Reading practice: “Yesterday we read the first chapter a book called Frog and Toad are friends. That story was called Spring. Yesterday some of our friends (classmates) acted out and read a play version of the story. Today, you will work in groups and act out the play together. But, before we do that, let’s practice reading some lines from the script.”
Display or write on the board:
Frog shouts: Toad! Toad! Wake up! It is spring!
Toad, sleepily: Blah.
Toad shouts: Help! I cannot see anything!
Frog cries: But Toad! You will miss all the fun!
Toad asks: May? Is it May already?
Frog asks: Toad, where are you?
As you practice these lines, point out the dialogue tags (e.g. cries, shouts, asks) and the punctuation marks (e.g. exclamation points and question marks) and how that changes the tone of the sentence or word.
Note: the last question “Toad, where are you?” can have inflection raised on “are” or on “you” depending on emphasis.
Act out the play in small groups (8-10 minutes) in groups of 3-4 [narrators 1 & 2 can be 1 person]
Assign roles for the script read-through (or have students choose).
“Now, read through only your character’s lines in a whisper voice. Pay attention to the emotion of the character, are they happy or sad or sleepy? What changes should you make to your voice? Also, pay attention to the punctuation mark at the end of the sentence. For exclamations, BE LOUD! But at the end of questions, shouldn’t your voice go up?” [circulate while students practice their lines]
“Now, read through the script together. Remember, be expressive! You can move the way your character would move and sound the way your character would sound.”
Informal assessment: Retell the story (5-7 minutes)
ELL Levels 1-2 with teacher Using the picture file, point to the picture that the teacher describes | ELL Levels 3+ Using the picture file, retell the story with a partner | English L1 Using the picture file, write what happened in the story |
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oercommons
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2025-03-18T00:36:40.801037
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11/08/2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121758/overview",
"title": "Lesson on Frog and Toad: Spring, with modifications for ELLs",
"author": "Meg Niiler"
}
|
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