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PPT
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\n\"How\n\n
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\nCompton Unified School District\n
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\nHow Can We Locate Places?\n

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\n\nFor Students\n\n2nd\n\nStandards\n
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\nHow can we locate places? Maps, of course! Expose second graders to the tools available in maps and discuss how these tools can help people find locations. Students also look at communities, including what makes a community and the...\n
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\n\"African\n\n
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\nCity University of New York\n
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\nAfrican Americans and the Populist Movement\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nWhy did the Populist Party fail to ally itself with African American farmers? To answer this essential question, class members investigate the Populist Era (188-1900) and read an article written by Tom Watson, a Populist leader.\n
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\n\"Technology:\n\n
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\nPBS\n
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\nTechnology: Conveniences and Consequences\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nIt's a delicate balance—using technology to improve our lives while still protecting the environment, and ourselves, from the hazards of technology use. Class members examine statistics about the increase in media use, complete a survey...\n
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\n\"Those\n\n
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\nJames Madison Memorial Fellowship Foundation\n
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\nThose \"Other Rights:\" The Constitution and Slavery\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nDid the United States Constitution uphold the institution of slavery, or did it help to destroy it? Young historians study Article 4, Section 2, Clause 3 of the Constitution and evaluate the rights of slaveowners as they compared to...\n
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Lesson Plan
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\n\"Once\n\n
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\nChannel Islands Film\n
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\nOnce Upon A Time (Saxipak’a): Lesson Plan 1\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nAs part of a study of the history of the Chumash on California's Channel Island chain, class members view the documentary Once Upon a Time, respond to discussion questions, and create a timeline for the different waves of migration.\n
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Activity
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\n\"Mardi\n\n
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\nVermilionville\n
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\nMardi Gras—Secondary\n

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\n\nFor Teachers\n\n7th - 9th\n\nStandards\n
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\nAdd a little glitter to your Mardi Gras celebration with a packet that includes information about the history of Mardi Gras. It also provides information about how different communities celebrate the holiday, as well as templates for...\n
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\n\"Easter\n\n
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\nSociety for Science & the Public\n
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\nEaster Islanders Made Tools, Not War\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWhen studying artifacts, especially tools, how do archaeologists determine what the devices were used for? In what ways might researchers' previous experiences influence their perception of an artifact? An article about researchers'...\n
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Handout
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\n\"A\n\n
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\nThe Alamo\n
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\nA Teacher’s Guide to Lorenzo De Zavala\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nWho was Lorenzo de Zavala to the Texas Revolution, and how did he change the Alamo? Find out using an educational resource that asks learners to fill out graphic organizers and respond to short-answer questions to further solidify their...\n
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Handout
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\n\"A\n\n
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\nThe Alamo\n
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\nA Teacher’s Guide to Antonio LóPez De Santa Anna\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nWho was Antonio Lopez de Santa Anna, and how did he relate to the Texas Revolution? Use an informative resource to find out! By reading primary sources, viewing maps and graphs, and answering short-answer written prompts in handouts,...\n
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\n\"Missing\n\n
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\nNorth Carolina Consortium for Middle East Studies\n
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\nMissing Pieces of the Puzzle: African Americans in Revolutionary Times\n

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\n\nFor Students\n\n5th - 11th\n
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\nWhat's missing from most studies of the American Revolutionary War is information about the role African Americans played in the conflict. To correct this oversight, middle schoolers research groups like the Black Loyalists and ...\n
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\n\"Colonial\n\n
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\nCurated OER\n
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\nColonial Rules\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nHow did Colonists react to British rule prior to the American Revolution? Give your high schoolers a taste of oppression with this role-play activity, then let them come up with a revolution of their own. This excercise is intended to...\n
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\n\"Creating\n\n
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\nCurated OER\n
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\nCreating a Government\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nA simulation gives scholars a personal look at what goes into forming a government. Each of them is assigned 1 of 4 tribes which make up Borka, a hypothetical country. The tribe distribution is based on the percentage of people in each....\n
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\n\"Choosing\n\n
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\nCurated OER\n
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\nChoosing the Best Candidate\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nWho would win an election between Napoleon and Julius Caesar? Group your class up to analyze and discuss which of their given choices would make the best presidential candidate, given specific criteria. The potential candidate list...\n
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\n\"Presidential\n\n
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\nCurated OER\n
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\nPresidential Election Year: Major Issues\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWhether or not it's a presidential election year, this debate activity will spark research on current political issues. Split your government scholars into 4 groups and assign each a political party. One person will be the \"candidate\"...\n
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\n\"Identifying,\n\n
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\nIdentifying, Mapping, and Personifying Countries Involved in WWII\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nGet artsy with this WWII group activity, starting with a whole-class assignment. Create a map of Europe, Northern Africa, and the Pacific using geometric shapes cut from construction paper and placed on the floor. Consider splitting the...\n
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\n\"An\n\n
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\nCurated OER\n
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\nAn Introduction to Law\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nWith so many different types of law, it can be difficult for learners to discern which is which! Use a newspaper to give tangible examples of various types of law, including criminal, civil, consumer, family, local, state, federal and...\n
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