Students hypothesize whether vinegar and ammonia-based glass cleaner are acids or bases. They create designs on index cards using these substances as invisible inks. After the index cards have dried, they apply red cabbage juice as an indicator to reveal the designs.

Students learn the basics of acid/base chemistry in a fun, interactive way by studying instances of acid/base chemistry found in popular films such as Harry Potter and the Prisoner of Azkaban and National Treasure. Students learn what acids, bases and indicators are and how they can be used, including invisible ink. They also learn how engineers use acids and bases every day to better our quality of life. Students' interest is piqued by the use of popular culture in the classroom.

(From the Stanford History Education Website)
In the decades following the Civil War, the US military clashed with Native Americans in the West.  The Battle of Little Bighorn was one of the Native Americans most famous victories. In this lesson, students explore causes of the battle by comparing two primary documents with a textbook account.

The lesson gives background to the WWI Battle of the Somme between the British and German armies through a powerpoint.  It then asks students to analyze three primary source documents from both sides of the battle to act as evidence in answering an historical question: Who won the first day (of the battle)?  Student then write a short argument based on their understanding of the texts.

Is the case closed on the authorship of Shakespeare's plays? Student history detectives explore the evidence for and against one of the possible alternatives, Edward deVere, using the novel Shakespeare's Secret plus a variety of online sources.

Students will learn that money is an invention. They will read and analyze an essay focusing primarily on one aspect of Ben FranklinŐs lifeŃhis work as a printerŃand how he was an inventor and entrepreneur who also promoted the use of currency in the United States. Students will cite specific textual evidence regarding problems and solutions and will answer questions and complete a timeline. By using evidence and information gleaned from text, students will write a fictitious social media post defending the selection of Ben FranklinŐs portrait for the $100 note.

An introduction to major Biblical texts including Genesis, Exodus, Job, the prophetic and historic books of the Old Testament, and the Gospels and Epistles. Stresses the place of the Bible as foundation text for central religious, ethical, and political thinking. Comparative readings in related traditions, ancient, Near Eastern, and Middle Eastern. Investigation of the Bible as influence in later narrative, philosophic, and artistic traditions.

Wild edible, medicinal and poisonous plants are an ideal way to connect students to the natural world just outside their door. In this unit, students will be able to identify edible, medicinal and poisonous plants using guide books and plotting them on the Siftr app. Using the collected edibles, students will then follow a procedural text to create food from their wild edibles. Students will then create recipes on their own based on a wild edible of their choice to create community cookbooks.

This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Aboriginal accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications? Each chapter is comprised of several sections and some of those are further divided. In many instances you will encounter original material that has been contributed by other university historians from across Canada who are leaders in their respective fields. They provide a diversity of voices on the subject of the nation’s history and, thus, an opportunity to experience some of the complexities of understanding and approaching the past. Canadian History: Post-Confederation includes Learning Objectives and Key Points in most chapter sections, intended to help identify issues of over-arching importance. Recent interviews with historians from across Canada have been captured in video clips that are embedded throughout the web version of the book. At the end of each chapter, the Summary section includes additional features: Key Terms, Short Answer Exercises, and Suggested Readings. The key terms are bolded in the text, and collected in a Glossary in the appendix.

Students will compare and contrast different perspectives of the French Revolution as depicted in two works of art. Students will discuss the use of satire and caricature to comment on historical and current events and will create satirical cartoons based on contemporary issues.

This lecture course provides students with a comprehensive introduction to the international relations of the People's Republic of China. China's foreign relations during the Cold War as well as contemporary diplomatic, security and economic issues will be examined to identify and explain China's foreign policy goals and their implementation since 1949. Throughout, this course will investigate the sources of conflict and cooperation in China's behavior, assessing competing explanations for key events and policies. Readings will be drawn from political science, history, and international relations theory.

In this study of the letters of John Adams and John Quincy Adams from 1774 to 1793, two central themes are highlighted — how Adams unfolded his “curriculum” for citizen leadership, and how his point of view changed from parent-teacher to mentor-guide as John Quincy entered the realm of American political life. To Adams, a citizen leader of the United States needed to exhibit upstanding moral character and self-discipline, acquire a solid foundation in classical learning, develop keen insight into the political dynamics of a democracy, and accept the challenges and sacrifices of public life. As his son grew from a child into a young man, John Adams fostered these qualities through the long-distance medium of letters.

This class is intended to introduce students to understandings of the city generated from both social science literature and the field of urban design. The first part of the course examines literature on the history and theory of the city. Among other factors, it pays special attention to the larger territorial settings in which cities emerged and developed (ranging from the global to the national to the regional context) and how these affected the nature, character, and functioning of cities and the lives of their inhabitants. The remaining weeks focus more explicitly on the theory and practice of design visions for the city, the latter in both utopian and realized form. One of our aims will be to assess the conditions under which a variety of design visions were conceived, and to assess them in terms of the varying patterns of territorial "nestedness" (local, regional, national, imperial, and global) examined in the first part of the course. Another will be to encourage students to think about the future prospects of cities (in terms of territorial context or other political functions and social aims) and to offer design visions that might reflect these new dynamics.

This site examines the Civil War through collections of artifacts. Topics include slavery and abolition, Abraham Lincoln, the first Union officer killed, soldiering, weapons, leaders, cavalries, navies, life and culture, Appomattox, Winslow Homer, and Mathematics and Statistics. A Civil War time-line is included.

Anti-slavery and the intensification of sectionalism in the 1850s; the secession crisis; political and military developments in the Civil War years; why the North won; and the political, economic, and social legacies of the conflict. Although attention will be devoted to the causes and long-term consequences of the Civil War, this class will focus primarily on the war years (1861-1865) with special emphasis on the military and technological aspects of the conflict. Four questions, long debated by historians, will receive close scrutiny: 1. What caused the war? 2. Why did the North win the war? 3. Could the South have won? 4. To what extent is the Civil War America's "defining moment"?

This lesson asks students to visualize the Civil War by studying dozens of period photographs, and illustrates how the Civil War threatened the very purpose of the Constitution as stated in the Preamble. This lesson correlates to the National History Standards and the National Standards for Civics and Social Sciences. It also has cross-curricular connections with history, American studies, and language arts.

The Claim Evidence Graphic Organizer Writing Template was created for the CESA #1 EL OER Project. This writing template was created for EL students to use to aid in the writing process. It contains a detailed and easy to follow outline for students to input their knowledge. The organizer is color coded so that students will be able to navigate and organize their thoughts and textual evidence. There are also videos that are linked that ELs can watch to help them create each part in their argumentative essay. Teachers are able to apply this template to various argumentative essay assignments within different content areas.

Concentrates on specific periods of Classical Greek and Roman Literature in translation with attention to cultural, political, and social influences. Topics vary from year to year chosen from among fifth-century Athens, the Golden Age of Latin Literature, the Silver Age, and Late Antiquity. Roman Literature of the Golden Age of Augustus Caesar, produced during the transition from Republican to Imperial forms of government, was to have a profound and defining influence on Western European and American societies. These writings ultimately established lasting models of aesthetic refinement, philosophical aspiration, and political ambition that continue to shape modern cultures. This class will be exploring the Golden Age of Latin Literature from an historical perspective in order to provide an intensive examination of the cultural contexts in which these monumental works of classical art were first produced. Readings will emphasize the transition from a Republican form of government to an Empire under the rule of Augustus Caesar and the diversity of responses among individual authors to the profound structural changes that Roman society was undergoing at this time. Particular attention will be devoted to the reorganization of society and the self through textuality, the changing dimensions of the public and the private, the roles of class and gender, and the relationship between art and pleasure. Writings covering a wide variety of literary genres will include the works of Caesar, Cicero, Catullus, Livy, Virgil, Horace, and Ovid, with additional readings from Cassius Dio for background.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of the first chapter of W.E.B. Du Bois€' The Souls of Black Folk.