Lesson plans and ideas for recognizing people that work in the forestry and environmental fields .
Surveys the molecular and cellular mechanisms of neuronal communication. Covers ion channels in excitable membrane, synaptic transmission, and synaptic plasticity. Correlates the properties of ion channels and synaptic transmission with their physiological function such as learning and memory. Discusses the organizational principles for the formation of functional neural networks at synaptic and cellular levels.
Life as an emergent property of networks of chemical reactions involving proteins and nucleic acids. Mathematical theories of metabolism, gene regulation, signal transduction, chemotaxis, excitability, motility, mitosis, development, and immunity. Applications to directed molecular evolution, DNA computing, and metabolic and genetic engineering.
This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary using the modern fairytale, Cendrillon. In this Caribbean Cinderella story, Cendrillon is treated as a servant by her step-mother and half-sister. Nannin, the gogmother, uses a magic wand to ready Cendrillon for a ball, where Cendrillon meets a rich man's son, Paul, who falls in love with her and finds her when she is lost to him.
The lesson and activities teach students to recognize and explore bias and media stereotyping and be able to identify and analyze propaganda techniques in magazine and//or TV advertising.
The Center for Civic Education helps students develop (1) an increased understanding of the institutions of constitutional democracy and the fundamental principles and values upon which they are founded, (2) the skills necessary to participate as competent and responsible citizens, and (3) the willingness to use democratic procedures for making decisions and managing conflict. Ultimately, the Center strives to develop an enlightened citizenry by working to increase understanding of the principles, values, institutions, and history of constitutional democracy among teachers, students, and the general public.
Many historians have posed the question: "Was World War II a watershed event in the African-American Civil Rights Movement?" During the war, the "Double V" campaign of the black press called for victory over fascism abroad and racism at home. In this lesson, students will investigate primary-source materials to develop an understanding of the experience of African Americans in the war overseas and on the home front. In doing so, they will consider whether the contradictory gains made in the areas of civil rights, housing, work, and military service represented a break with the past or a continuation of the status quo.
Students will examine the experience of African Americans during World War II by analyzing primary sources and formulating historical questions.
Students will evaluate if the African American experience during World War II represents continuity or change by writing letters to the editor.
This lesson introduces students to the complexity of history by focusing on the diverse activities of Black women in the nineteenth century. Historians have traditionally ignored free black women during this period, and furthermore oversimplified the lives of slave women. Using a variety of sources and documents, students will learn that many Black women, whether born slaves, free, or freed in later life, resisted the system that oppressed them, earned degrees, and became politically active before, during, and after the Civil War.
Students will learn how to read and interpret various primary and secondary sources and how to use them to draw conclusions about the issues that the authors faced during the nineteenth century.
Students will read historical narratives imaginatively and in their proper context.
Students will view evidence of historical perspectives and draw upon visual and literary sources while studying the lives of nineteenth-century black feminists, the issues they faced, and their methods for solving them.
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.
The spreading economic depression of 1893 stirred the American Federation of Labor (AFL), which was sometimes guilty of focusing primarily on the needs of its own members, to call for broad measures that would benefit all working people. The AFL urged the unemployed to hold mass demonstrations. The federation also organized "federal labor unions" of the jobless. New York's organized labor movement also protested, as seen in this September 1893 appeal signed by local and national labor leaders, including Samuel Gompers. Although the resolution primarily called on the city to provide "immediate relief and public employment," it also suggested that the state and federal governments should provide for the unemployed. This claim was part of a long-term shift in which working people and others came to see the needs of the jobless as more than a local obligation (in the manner of traditional poor relief). Only with the New Deal of the 1930s were such demands realized.
test resource
This is a course for those who are interested in the challenge posed by massive and persistent world poverty, and are hopeful that economists might have something useful to say about this challenge. The questions we will take up include: Is extreme poverty a thing of the past? What is economic life like when living under a dollar per day? Why do some countries grow fast and others fall further behind? Does growth help the poor? Are famines unavoidable? How can we end child labor - or should we? How do we make schools work for poor citizens? How do we deal with the disease burden? Is micro finance invaluable or overrated? Without property rights, is life destined to be "nasty, brutish and short"? Has globalization been good to the poor? Should we leave economic development to the market? Should we leave economic development to non-governmental organizations (NGOs)? Does foreign aid help or hinder? Where is the best place to intervene?
From New York to Neenah, this industrious innovator’s journey to becoming a leader in the paper products world was marked by his commitment to serving his community and country.
Resources available for exploring this story include:
- A short animated video with captions and transcripts in English and Spanish
- A short biography book accessible as a slide deck, with per-page audio for listening along, and maps of key locations in the story
- Questions that can be used for conversation, reflection, and connection with the story
- A historical image gallery full of primary and secondary sources to explore
- A guide for activating the media with learners that includes story stats, extension activity ideas, and standards supported
This story is part of Wisconsin Biographies, a collection of educational media resources for grades 3-6. Explore the full collection at pbswisconsineducation.org/biographies/about.
The Appeal to Reason, the most popular radical publication in American history, was founded in 1895 by J. A. Wayland. The socialist newspaper reached a paid circulation of more than three-quarters of a million people by 1913, and during political campaigns and crises it often sold more than four million individual copies. Wayland, the paper's publisher until his suicide in 1912, had become a socialist through reading. He built his paper on the conviction that plain talk would convert others to the socialist cause. From its Kansas headquarters, the Appeal published an eclectic mix of news (particularly of strikes and political campaigns), essays, poetry, fiction, humor, and cartoons. During and after World War I the paper declined in circulation, and it ceased publication in November 1922. This poem by feminist Charlotte Perkins Gilman appeared in the September 28, 1912, issue.
Students will be able to:
Identify the basic elements of a checking account
Explain how to deposit and withdraw money using a checking account
Analyze a checking account statement
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.
The summer of 1919 saw over 20 race riots break out across the United States. Chicago was the site of particularly high violence. In this lesson, students deliberate the origins of the Chicago race riots by exploring five documents (both primary and secondary) that reflect different social, cultural, and economic causes.
As U.S. soldiers returned from Europe in the aftermath of World War I, scarce housing and jobs heightened racial and class antagonisms across urban America. African-American soldiers, in particular, came home from the war expecting to enjoy the full rights of citizenship that they had fought to defend overseas. In the spring and summer of 1919, murderous race riots erupted in 22 American cities and towns. Chicago experienced the most severe of these riots. The Crisis, published by the NAACP, responded to the Chicago race riot with a major article in October 1919, "Chicago and Its Eight Reasons." Author Walter White, then assistant executive secretary of the NAACP, described eight causes of the riot and concluded that tensions had increased in the city partially in response to the influx of African Americans. Though sympathetic to the new migrants' plight, White's article criticized both African-American newcomers to Chicago and the city's black politicians. White also concluded, approvingly, that some black citizens, with a newfound spirit of independence, chose to retaliate against the pervasive attacks by white Chicagoans rather than remain passive victims.
In 1894, a strike at the Pullman Palace Car Company spread across the nation as the American Railway Union organized a national boycott and strike against all trains hauling Pullman cars. Strikers were met with the full force of company and government might. Thirty-four people were killed in two weeks of clashes between troops and workers across the nation. An ardent admirer of the military, artist-reporter Frederic Remington displayed no sympathy for the Pullman strikers in his reports for Harper's Weekly. Endorsing suppression, Remington described the strikers as a "malodorous crowd of foreign trash" talking "Hungarian or Polack, or whatever the stuff is."
This episode of Chicano! examines the beginnings of a national movement for social justice by profiling Reies Lopez Tijerina and the 1966–1967 land grant movement in New Mexico.