Evaluate population increase in Central America over the past two decades using a geographic information system. Students manipulate map layers and interpret thematic maps to answer questions about how the Central American population has changed. Teachers must modify the pdf for classroom use because the answers are not provide separate from the questions.

This will help students understand why it is important to check your work after you complete a math problem. They will be searching other students work to find a mistake in the work they completed.

This lesson will help students understand why it is important to check their work after they complete a math problem. They will be searching other students' work to find a mistake in the work they completed.

The principle of checks and balances prevents one branch of government from becoming too powerful. Examples of checks and balances include vetoing of bill, ratifying treating, judicial review and others. This lesson provides video clips with examples and explanations of checks and balances.

This will help students understand why it is important to check your work after you complete a math problem. They will be searching other students work to find a mistake in the work they completed.

In this video produced for Teachers' Domain, learn about MIT professor Cathy Drennan's research into microorganisms that remove carbon dioxide, a greenhouse gas, from the atmosphere.

Students will be able to explain and demonstrate how plastic parts are made and the chemistry involved in making different parts to meet different customer requirements. These resources fall into academic and the career domains.

Students will be able to explain and demonstrate how plastic parts are made and the chemistry involved in making different parts to meet different customer requirements. These resources fall into academic and the career domains.

Students will be able to explain and demonstrate how plastic parts are made and the chemistry involved in making different parts to meet different customer requirements. These resources fall into academic and the career domains.

In this lesson, students will learn about the Los Angeles Chinese Massacre of 1871, and identify the causes by examining the attitudes and policies of the time. They will learn about and analyze other massacres that have occurred in the United States in order to gain a better and more nuanced understanding of how and why these acts of violence occur. Lastly, students will research the process for reparations and consider how to address and rectify the harm of such injustices.

Content Warning:
This lesson includes discussion of and materials discussing or depicting xenophobia, Sinophobia, and racial violence, including lynchings. Please let students know that this lesson will cover these topics and approach discussions with care.
Teaching these topics and having these discussions can be difficult. Here are two resources that may be helpful for planning and facilitating lessons and activities on difficult topics: Strategies for Facilitating Conversations About Race and Racism in the Classroom [run time: 00:04:59] and Let’s Talk! | Discussing Race, Racism and Other Difficult Topics with Students [24 pages].

From the Asian American Education Project

Throughout history, U.S. presidents have carved out their relationships with the press. In this lesson, students will hear from author and historian Harold Holzer as he discusses how several presidents, from George Washington to Donald Trump, navigated their interactions with the media and implemented strategies to communicate with the press, some of which are still used today.

The core of the Choices Program is their award-winning curriculum units that include student readings, lesson plans, and activities to accompany and complement the readings. Student readings and teacher resources are written by the Choices writing team and approved by scholars. Engaging student readings and lesson plans reflect up-to-date historiography and equip students to develop the skills necessary for critical historical thinking and document analysis. Currently, Choices offers units for U.S. History, World History, Current Issues, and Geography, as well as many electives. Curriculum units are available in print format and in Digital Editions. 

This 7th grade Jobs and Employers lesson leads students through a comparison of two colleges using student-selected criteria in the Xello platform.

Audubon Christmas Bird Count
The nation's longest-running community science bird project fuels Audubon's work throughout the year.

Chinese immigrants began arriving to the United States in the early 1800s to fill the need for cheap labor. Soon, white workers began to see them as a source of competition. Amidst a climate of anti-Chinese sentiment, the U.S. passed several pieces of legislation to exclude Chinese immigrants from entering the country beginning in the 1870s. In 1882, the U.S. passed the Chinese Exclusion Act, the first in a series of laws explicitly used to limit immigration based on race. Other immigration laws followed to exclude additional Asian groups. In this lesson, students will examine the causes and effects of exclusion laws targeting early Asian immigrants. They will research related events and legislation to explore the historical and political contexts of the anti-Chinese exclusion acts.

Content Warning:
This lesson will include discussions and depictions of xenophobia, Sinophobia, race-based hate, and racial violence. If needed, provide a content or a trigger warning so that students are aware of potentially traumatic material. Also, allow students time to process and provide them an opportunity to journal their thoughts and feelings. If available, work with your school’s mental health professionals to provide counseling as needed.

From the Asian American Education Project

After learning the basics of how to use PowerPoint, students will use the skills learned to create a PowerPoint presentation on a major US city. The students will need to use basic Powerpoint skills such as transitions, animations, word count per slide, title & conclusion slides, and more. 
Students will research a major US city to find basic city facts, three unique restaurants, three hotels (at varying price ranges), and three attractions that visitors to the city may wish to visit.
Each student should choose a different city to avoid duplicate presentations and to provide a unique experience for each student.
Students can then present their PowerPoints to the class. 

CAP is a free project-based learning program for civics and government. Think of it as a culmination of students’ social studies education, a chance for them to apply what they have learned to the real world and impact an issue that matters to them.

From the CAP curriculum, you will first teach three lessons that are tied to government/civics content. These lessons provide content that students will need to start their own CAP projects. Once students start working on their own CAP issues, you will teach two more lessons that focus on policy analysis.

A CAP project is an issue or problem students select, research and then identify propose and submit a solution for.

CAP provides a bundle of additional lessons for you to choose from, based on the needs and interests of your students.

Students could select issues related to school, community, or even national or global issues. CAP students identify an issue or problem that matters to them, connect it to public policy, then take “civic actions” to try to impact their selected issue/problem. It is up to you, the teacher, if you want to limit the scale of the issues they choose.

In any case, it is key that you require students to make the connection to public policy if you are integrating CAP into your government course.

The Problem: When evidence is attractively presented, convincingly stated, or aligns with our beliefs, it can be tempting to accept it without stopping to ask whether the evidence comes from a trustworthy source or directly supports the claims being made. When evidence takes the form of statistics or infographics, it can be particularly tempting to accept it without fully evaluating it.
This lesson gives students a chance to practice evaluating evidence based on its reliability and relevance. Students work in groups to evaluate several examples of online evidence and engage in class discussions about the strength of the evidence.

Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.

The Problem: Claims and evidence flow rapidly online. We aid in the spread of misinformation if we don’t ensure that a claim or evidence is accurate before we share it. Luckily, the internet also allows us to check claims and evidence by consulting other sources. Although verification takes time, it helps to ensure that the information we read, use, and share is trustworthy.

This short lesson will introduce students to the importance of checking what other sources say through a relatively straightforward example. Students practice evaluating a claim made on social media by clicking on the provided link to see if the argument in that source matches the claim in the post.

Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.

The Problem: Online videos are easy to create and distribute. Evidence presented via video is becoming an increasingly popular way to support claims online. However, videos can be especially challenging to evaluate effectively. Too often, we are convinced by what we see (or think we see) and do not carefully consider how the video could misrepresent its subject.

This short lesson helps students practice analyzing video evidence. Students complete a task that asks them to evaluate a video that makes a claim and supports it with selectively edited video evidence. They then read and discuss an article about the video. Then they watch an unedited version of the video to practice skills for analyzing video evidence.

Note: Civic Online Reasoning is motivated by three driving questions: Who's behind the information, What's the evidence and What do other sources say? This lesson is an introduction to one of the main concepts. Registration is required and free.