This lesson examines how the institution of race-based slavery was created over time. It traces how reactions to specific events led to the codification of slavery in Virginia, which created a pattern for other colonies to follow.
Portail d'aide à la préparation des examens, du CM2 à la terminale. Résumés de cours, exercices corrigés, conseils.
Portail d'aide à la préparation des examens, du CM2 à la terminale. Résumés de cours, exercices corrigés, conseils.
This assignment ties thematically into texts concerning Mob Mentality, Cliques, and Groupthink. Students are asked to evaluate the psychology behind groupthink and relate it to written and world texts they have encountered.
For this psychology project, students in small groups will design and execute a study on helping behavior and then analyze and interpret the results.
This lesson plan occurs over the course of multiple class periods in order to scaffold a cultural understanding of the Hmong people and their experiences in the Secret War. Using this extended time can address multiple standards associated with historical thinking and analysis as well as ELA in Social Studies standards. Additionally, the refugee story contained in this lesson is a translation of an oral story told in the Hmong language - for this reason, the quantitative readability is on the lower end of the scale.
Overview: This simulation game has students be the President for a day. In that role, they will be challenged with creating an agenda, making decisions about bills, delegating bills to the appropriate department so they can become laws, handling international diplomacy situations, and commanding the military.
Instructor Notes: Teachers can assign this content to their students through their iCivics account and then Clicking the Assign button on this activity. Teachers will then have the option to add a Class into iCivics OR Sync a roster from Google Classroom. This will allow teachers to see student's responses. There are also Downloadable Resources available to support this learning activity.
In an atmosphere of World War II hysteria, President Roosevelt, encouraged by officials at all levels of the federal government, authorized the internment of tens of thousands of American citizens of Japanese ancestry and resident aliens from Japan. Roosevelt's Executive Order 9066, dated February 19, 1942, gave the military broad powers to ban any citizen from a fifty- to sixty-mile-wide coastal area stretching from Washington state to California and extending inland into southern Arizona. The order also authorized transporting these citizens to assembly centers hastily set up and governed by the military in California, Arizona, Washington state, and Oregon. Although it is not well known, the same executive order (and other war-time orders and restrictions) were also applied to smaller numbers of residents of the United States who were of Italian or German descent. For example, 3,200 resident aliens of Italian background were arrested and more than 300 of them were interned. About 11,000 German residents--including some naturalized citizens--were arrested and more than 5000 were interned. Yet while these individuals (and others from those groups) suffered grievous violations of their civil liberties, the war-time measures applied to Japanese Americans were worse and more sweeping, uprooting entire communities and targeting citizens as well as resident aliens.
This lesson considers how the character of American politics changed between the 1820s and the 1850s as a result of growing popular participation. America in Class Lessons are tailored to meet the Common Core State Standards. The Lessons present challenging primary resources in a classroom-ready format, with background information and analytical strategies that enable teachers and students to subject texts and images to the close reading called for in the Standards.
This anonymous worker articulated common grievances of domestic workers in her 1912 article in Outlook magazine. A veteran of thirty-three years of household labor, she protested the unsystematic work and arbitrary supervision of domestic service, the most common category of female employment until World War II. She advised,"If the mistress of the house . . . would treat housework like a business, and treat their maids like the employees of a business, many of the problems of domestic service would be solved." Explicitly comparing domestic service and industrial work, this writer articulated the reasons that young women increasingly left household labor for the regular wages, fixed hours, and less intrusive supervision of factory jobs.
Experimental Methods of Adjustable Tetrode Array Neurophysiology
This collection uses primary sources to explore early exploration of the Americas. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
What does a green AND healthy school look like? Take a good look at your school from these nine different perspectives. Where is your school excelling? Where could your school use some improvements?
These pages are written for a student audience with opportunities for them to connect, explore, and engage with the nine focus areas in Green & Healthy Schools Wisconsin: Body & Mind, Community Engagement, Energy, Environmental Literacy, Healthy Buildings, School Grounds, Transportation, Waste, and Water.
The purpose of this lesson is to help students explore what their chosen field of study has to offer using lecture notes, Xello career program, and a guest speaker. The lesson focus is on Psychology, but it doesn’t have to be. This lesson would take 3 class periods.
Whether school groups visit the acrtual community of Pleasant Ridge near Grant County, Wisconsin or view the replica at Old World Wisconsin, students will be transported back in time to a place where African-Americans ran their own community and lived in peaceful integration with their neighbors of various ethnic backgrounds. A visit to either location is sure to engage students in critical thinking and interviewing skills as students look to gain insight into what life must have been like during that era.
This is a two-part activity that implements an extension of the "think-pair-share" cooperative learning technique to study the determinants of supply and demand through hypothetical and real world examples.
Effigy mounds and Indigenous sacred spaces in Wisconsin.
This resource blends nicely with the 1920s and F. Scott Fitzgerald's, The Great Gatsby. The movie is a fictional exploration of Humanities in this time. It also provides benefits on at least three levels. It allows students to visualize famous writers and artists who worked in Paris during the 1920s. The story itself is valuable, raising the issue of how best to use the past. It can also serve to acquaint students with the City of Paris, one of the great cities of the world.
In this lesson, students will learn about what type of information we can learn from photographs. They will
draw conclusions about the past through exploration of photos and explain how people can learn more about their family history through the use of historical records.
This activity uses a think-pair-share approach to helping students connect observations about disparate changes in the market for skilled/unskilled labor to long-run trends in wage inequality.