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Palo Alto Battlefield: Characters in the U.S.-Mexican War

Description:

In this lesson, students learn about historical persons associated with the U.S.-Mexican War. They will discover how their different personalities either helped or hindered them in the war, and how the students themselves are either alike or different from these historical people.

Education Levels:

5, 6, 7, 8

Subject:

World History, United States History, State History, Geography

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

National Park Service

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Keywords:

Brown, Jacob, Mexican-American War, Torrej, Fort Brown, D젺 de la Vega, R, Texas, Character traits, Arista, Mariano, May, Charles, Bowman, Sarah, Taylor, Zachary, Military battles, Personalities, Ringgold, Samuel, de Ampudia, Pedro

Mediator:

Middle school teachers, Elementary school teachers

Publisher:

National Park Service

Is Part Of:

http://www.nps.gov/paal/forteachers/curriculummaterials.htm

Language:

English

General

Title:

Palo Alto Battlefield: Characters in the U.S.-Mexican War

Description:

In this lesson, students learn about historical persons associated with the U.S.-Mexican War. They will discover how their different personalities either helped or hindered them in the war, and how the students themselves are either alike or different from these historical people.

Audience

Education Level:

6, 7, 8, 5

Subjects/Topics

Subject:

world history, united states history, state history, geography

Legal and Rights

Online Provider:

National Park Service

Learning Outcomes:

Conforms To

Chapter 113. Texas Essential Knowledge and Skills (TEKS) for Social Studies (1997)

(8.6) History. The student understands westward expansion and its effects on the political, economic, and social development of the nation.

(D) explain the major issues and events of the Mexican War and their impact on the United States

This data provided by the Achievement Standards Network

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Name Chant

Description:

This is an activity that you can do with your students during the first few days of school The students will successfully chant the "Name Chant" poem and their names to a steady beat. In addition, they will successfully read and play the notation of the poem.

Education Levels:

1, 2, 3, Kindergarten, Preschool education

Subject:

Music

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

Soundtree

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Keywords:

Proper names, Poems, Beat patterns, Rhythm, Poetry, Chanting

Mediator:

Elementary school teachers

Publisher:

Soundtree

Contributor:

Amy Burns

Is Part Of:

http://www.soundtree.com/lesson-plans/name-chant

Language:

English

General

Title:

Name Chant

Description:

This is an activity that you can do with your students during the first few days of school The students will successfully chant the "Name Chant" poem and their names to a steady beat. In addition, they will successfully read and play the notation of the poem.

Audience

Education Level:

1, 3, Kindergarten, 2, Preschool education

Subjects/Topics

Subject:

music

Legal and Rights

Online Provider:

Soundtree

Learning Outcomes:

Conforms To

The National Standards for Arts Education (1994)

Music

Content Standard 5: Reading and notating music

Conforms To

The National Standards for Arts Education (1994)

Music

Content Standard 2: Performing on instruments, alone and with others, a varied repertoire of music

This data provided by the Achievement Standards Network

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Sugar Crystal Challenge

Description:

This lesson explores how nanostructures can influence surface area, and how the sugar can be modified to different levels of coarseness without impacting molecular structure. Students work in teams and explore different states of sugar as it relates to surface area and molecular structure.

Education Levels:

3, 4, 5, 6, 7, 8

Subject:

Technology, Engineering, Measurement, Physical Sciences

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

IEEE

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Keywords:

Sugar crystals, Nanotechnology, Nanoscale, Surface area, Nanostructures

Mediator:

Middle school teachers, Elementary school teachers

Publisher:

TryEngineering

Is Part Of:

http://www.trynano.org/

Language:

English

General

Title:

Sugar Crystal Challenge

Description:

This lesson explores how nanostructures can influence surface area, and how the sugar can be modified to different levels of coarseness without impacting molecular structure. Students work in teams and explore different states of sugar as it relates to surface area and molecular structure.

Audience

Education Level:

5, 6, 3, 8, 7, 4

Subjects/Topics

Subject:

technology, engineering, measurement, physical sciences

Legal and Rights

Online Provider:

IEEE

Learning Outcomes:

Conforms To

Mathematics Grade-Level Standards & K-2 Foundations (2002)

Measurement

Understand measurable attributes of objects and the units, systems, and processes of measurement

Conforms To

Mathematics Grade-Level Standards & K-2 Foundations (2002)

Measurement

Apply appropriate techniques, tools, and formulas to determine measurements

Conforms To

Principles and Standards for School Mathematics (2000)

Connections Standard

recognize and apply mathematics in contexts outside of mathematics

Conforms To

Standards for Technological Literacy: Content for the Study of Technology (2000)

Technology and Society

Standard 6. Students will develop an understanding of the role of society in the development and use of technology.

Conforms To

Standards for Technological Literacy: Content for the Study of Technology (2000)

The Nature of Technology

Standard 1. Students will develop an understanding of the characteristics and scope of technology.

This data provided by the Achievement Standards Network

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Boggart and Fear in Harry Potter

Description:

Students examine two text selections that feature a boggart-a shape-shifter that turns into whatever one fears most-from Harry Potter books 3 and 5, Prisoner of Azkaban and Order of the Phoenix, respectively. In Lesson 1, students interpret and evaluate the two excerpts to consider the symbolic value of the boggart, its connection to character development, and similarities between the text and their own lives. In Lesson 2, students use their literary analyses from Lesson 1 and engage in a writing workshop to produce short essays. Students prepare drafts, obtain feedback from their peers, consider the feedback, and then rewrite the draft to produce final essays.

Education Levels:

7, 8, 9, 10

Subject:

Process Skills, Writing (composition), Reading, Literature

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

U.S. National Library of Medicine

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Keywords:

Literary characters, Boggarts, Literary analysis, Shape-shifters, Harry Potter, Rowling, J.K.

Mediator:

Middle school teachers, Secondary school teachers

Publisher:

U.S. National Library of Medicine

Is Part Of:

http://www.nlm.nih.gov/exhibition/harrypottersworld/middleHighSchool.html

Language:

English

General

Title:

Boggart and Fear in Harry Potter

Description:

Students examine two text selections that feature a boggart-a shape-shifter that turns into whatever one fears most-from Harry Potter books 3 and 5, Prisoner of Azkaban and Order of the Phoenix, respectively. In Lesson 1, students interpret and evaluate the two excerpts to consider the symbolic value of the boggart, its connection to character development, and similarities between the text and their own lives. In Lesson 2, students use their literary analyses from Lesson 1 and engage in a writing workshop to produce short essays. Students prepare drafts, obtain feedback from their peers, consider the feedback, and then rewrite the draft to produce final essays.

Audience

Education Level:

9, 10, 7, 8

Subjects/Topics

Subject:

process skills, writing (composition), reading, literature

Legal and Rights

Online Provider:

U.S. National Library of Medicine

Learning Outcomes:

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

This data provided by the Achievement Standards Network

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Palo Alto Battlefield: Where to Build a Fort

Description:

Forts played in important role in many of the initial battles of the U.S.-Mexican War. This lesson examines how and why topographic engineers decided where to build Fort Brown.

Education Levels:

4, 5, 6

Subject:

Geography, United States History, State History, World History

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

National Park Service

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Keywords:

Infantry, Brown, Jacob, Map skills, Resaca de la Palma, Arista, Mariano (General), Fort Brown, Military troops, Taylor, Zachary (General), Fort Texas, Rio Grande, Palo Alto, Mexico, de Ampudia, Pedro, Wars, Matamoros

Mediator:

Elementary school teachers

Publisher:

National Park Service

Is Part Of:

http://www.nps.gov/paal/forteachers/curriculummaterials.htm

Language:

English

General

Title:

Palo Alto Battlefield: Where to Build a Fort

Description:

Forts played in important role in many of the initial battles of the U.S.-Mexican War. This lesson examines how and why topographic engineers decided where to build Fort Brown.

Audience

Education Level:

6, 4, 5

Subjects/Topics

Subject:

geography, united states history, state history, world history

Legal and Rights

Online Provider:

National Park Service

Learning Outcomes:

Conforms To

Chapter 113. Texas Essential Knowledge and Skills (TEKS) for Social Studies (1997)

(4.8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live.

(D) explain the geographic factors that influence patterns of settlement and the distribution of population in Texas, past and present

Conforms To

Chapter 110. Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (1998)

Subchapter A. Elementary

(12) Reading inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to:

(E) interpret and use graphic sources of information such as maps, charts, graphs, and diagrams;

This data provided by the Achievement Standards Network

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There's Only How Much? Rationing in World War II

Description:

During World War II, all Americans experienced rationing of food, gasoline, and other products in short supply, regardless of their financial status. Being thrifty was the patriotic thing to do. The purpose of this lesson is to afford students the opportunity to address the experience of rationing and reflect upon its impact on the lives of young people their age.

Education Levels:

2, 3, 4, 5, 6

Subject:

Economics, Civics, United States History

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

The National First Ladies' Library

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Keywords:

Shortages, Patriotism, Rationing, Second World War, World War II

Mediator:

Elementary school teachers

Publisher:

The National First Ladies' Library

Contributor:

Bette Brooks

Is Part Of:

http://www.firstladies.org

Language:

English

General

Title:

There's Only How Much? Rationing in World War II

Description:

During World War II, all Americans experienced rationing of food, gasoline, and other products in short supply, regardless of their financial status. Being thrifty was the patriotic thing to do. The purpose of this lesson is to afford students the opportunity to address the experience of rationing and reflect upon its impact on the lives of young people their age.

Audience

Education Level:

5, 6, 3, 4, 2

Subjects/Topics

Subject:

economics, civics, united states history

Legal and Rights

Online Provider:

The National First Ladies' Library

Learning Outcomes:

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

This data provided by the Achievement Standards Network

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Voices From the Titanic

Description:

Students will research various aspects of the Titanic (ship, crew, passengers, design, etc.) as well as the events connected with her maiden voyage, collision with an iceberg, and subsequent sinking in order to develop a plot, setting, and characters for a short story. This lesson is designed to introduce students to the guided process of writing as well as develop their skills in using the Internet as a valuable resource tool. Students will learn how to access and explore the various sites and select appropriate details and information for inclusion in their stories. When the research and development steps have been completed, the students will compose a short story with a Titanic theme.

Education Levels:

8

Subject:

Process Skills, Writing (composition)

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

CREATE for Mississippi

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Keywords:

Creative writing, Short stories, Disasters, Shipwrecks, Titanic

Mediator:

Middle school teachers

Publisher:

CREATE for Mississippi

Is Part Of:

http://www.create.cett.msstate.edu/create/classroom/

Language:

English

General

Title:

Voices From the Titanic

Description:

Students will research various aspects of the Titanic (ship, crew, passengers, design, etc.) as well as the events connected with her maiden voyage, collision with an iceberg, and subsequent sinking in order to develop a plot, setting, and characters for a short story. This lesson is designed to introduce students to the guided process of writing as well as develop their skills in using the Internet as a valuable resource tool. Students will learn how to access and explore the various sites and select appropriate details and information for inclusion in their stories. When the research and development steps have been completed, the students will compose a short story with a Titanic theme.

Audience

Education Level:

8

Subjects/Topics

Subject:

process skills, writing (composition)

Legal and Rights

Online Provider:

CREATE for Mississippi

Learning Outcomes:

Conforms To

Marco Polo Discovers Mississippi Language Arts Framework (2000)

Grade 8 -- Competencies and Suggested Objectives:
Strands: (R-Reading) (W-Writing) (S-Speaking) (L-Listening) (V-Viewing)

1. Communicate for a variety of purposes through different forms of writing using processes of reading, writing, listening, and viewing for an expanding audience. (R, W, L, V)

This data provided by the Achievement Standards Network

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Feminism, Racism, and Futurism: Popular Television in the 70s

Description:

These three major constructs were integral to television shows during the 1970s. Feminism, racism, and futurism were addressed in creative ways and perhaps assisted the public dialogue about the issues. Others think the treatment of these on television trivialized the issues. The purpose of this lesson is to acquaint students with the television shows of the 1970s and with the ideas that animated them.

Education Levels:

9, 10, 11, 12

Subject:

United States History, Film, Current Events/issues

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

The National First Ladies' Library

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Keywords:

Futurism, American culture, Sitcoms, 1970s, Racism, United States, Pop culture, TV, American life, Feminism, Television

Mediator:

Secondary school teachers

Publisher:

The National First Ladies' Library

Contributor:

Bette Brooks

Is Part Of:

http://www.firstladies.org/curriculum/choose.aspx

Language:

English

General

Title:

Feminism, Racism, and Futurism: Popular Television in the 70s

Description:

These three major constructs were integral to television shows during the 1970s. Feminism, racism, and futurism were addressed in creative ways and perhaps assisted the public dialogue about the issues. Others think the treatment of these on television trivialized the issues. The purpose of this lesson is to acquaint students with the television shows of the 1970s and with the ideas that animated them.

Audience

Education Level:

11, 9, 12, 10

Subjects/Topics

Subject:

united states history, film, current events/issues

Legal and Rights

Online Provider:

The National First Ladies' Library

Learning Outcomes:

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Conforms To

Chapter 110. Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading (1998)

Subchapter A. Elementary

(10) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to:

(A) read fiction, nonfiction, and poetry, including classic and contemporary works, for pleasure and/or information; and

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Conforms To

Priority Academic Student Skills for Language Arts (2000)

I. Reading Process: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

This data provided by the Achievement Standards Network

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It's All Greek to Me: Understanding the Debt Crisis in Europe

Description:

Why is Greece experiencing a major financial crisis? How are its fiscal woes connected to the rest of the European Union, Europe and global financial markets? In this lesson, students complete a List/Group/Label activity to familiarize themselves with key terms, then research a single term further in order to teach their classmates about it. They then create a math or financial problem that demonstrates how the term "works." They not only become conversant with the European crisis but also develop financial literacy by putting key economic terms in context.

Education Levels:

6, 7, 8, 9, 10, 11, 12

Subject:

Economics, Current Events/issues, Mathematics, Writing (composition)

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

The New York Times

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Keywords:

Debt restructuring, Sovereign debt, Financial markets, Financial crises, Taxes, Euro, Investors, Bailouts, Global economies, Greece, International Monetary Fund (IMF), European Union

Mediator:

Secondary school teachers, Middle school teachers

Publisher:

The New York Times

Contributor:

Shannon Doyne, Holly Epstein Ojalvo

Is Part Of:

http://learning.blogs.nytimes.com/

Language:

English

General

Title:

It's All Greek to Me: Understanding the Debt Crisis in Europe

Description:

Why is Greece experiencing a major financial crisis? How are its fiscal woes connected to the rest of the European Union, Europe and global financial markets? In this lesson, students complete a List/Group/Label activity to familiarize themselves with key terms, then research a single term further in order to teach their classmates about it. They then create a math or financial problem that demonstrates how the term "works." They not only become conversant with the European crisis but also develop financial literacy by putting key economic terms in context.

Audience

Education Level:

7, 11, 8, 12, 9, 6, 10

Subjects/Topics

Subject:

economics, current events/issues, Mathematics, writing (composition)

Legal and Rights

Online Provider:

The New York Times

Learning Outcomes:

Conforms To

Louisiana Content Standards for Social Studies (2005)

Economics: Interdependence and Decision Making

1. Fundamental economic concepts

e. Explaining the basic features of market structures and exchanges (1, 3, 4);

Conforms To

Louisiana Content Standards for Social Studies (2005)

Economics: Interdependence and Decision Making

3. The economy as a whole

c. Analyzing the causes and consequences of unemployment, underemployment, and income distribution in a market economy (1, 2, 3, 4);

Conforms To

National Standards for History, Revised Edition, 1996 (1996)

World History Standards for Grades 5-12 (Content Standards)

Era 9
The 20th Century Since 1945: Promises and Paradoxes

Standard 3: Major global trends since World War II

Standard 3A
The student understands major global trends since World War II.

Conforms To

Social Studies (Primary, Intermediate, High School) (1998)

World Civilization
1500 - Present

Government and Civics (2.14, 2.15)

explore ways in which stability and peace are pursued in an interdependent world

Conforms To

National Standards for History, Revised Edition, 1996 (1996)

World History Standards for Grades 5-12 (Content Standards)

World History Across the Eras

Standard 1: Long-term changes and recurring patterns in world history

This data provided by the Achievement Standards Network

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Will the Real Pocahontas Please Stand Up

Description:

Students participating in this activity will learn about Pocahontas, the Powhatan Indians, and the many stories about Pocahontas. They will gain experience in assessing the relative merits of presentations of Pocahontas's life, and try to decide who the "real" Pocahontas was.

Education Levels:

3, 4, 5

Subject:

United States History, State History

Resource Type:

Lesson plan

Fee Status:

Free

Online provider:

The National First Ladies' Library

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Keywords:

Jamestown, Disney, Virginia, Portrayals, Native Americans, Powhatan Indians, Pocahontas

Mediator:

Elementary school teachers

Publisher:

The National First Ladies' Library

Contributor:

Averil McClelland

Is Part Of:

http://www.firstladies.org/curriculum/

Language:

English

General

Title:

Will the Real Pocahontas Please Stand Up

Description:

Students participating in this activity will learn about Pocahontas, the Powhatan Indians, and the many stories about Pocahontas. They will gain experience in assessing the relative merits of presentations of Pocahontas's life, and try to decide who the "real" Pocahontas was.

Audience

Education Level:

3, 4, 5

Subjects/Topics

Subject:

united states history, state history

Legal and Rights

Online Provider:

The National First Ladies' Library

Learning Outcomes:

Conforms To

NCTE-IRA Standards for the English Language Arts (1996)

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

This data provided by the Achievement Standards Network

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