World War I led to many changes at home for the United States. As international migration slowed considerably, the availability of wartime factory jobs led half a million African Americans to leave the South and move to northern and western cities for work. But the US government also stifled dissent during World War I with restrictions on freedom of speech and antiwar protest.
Material Type: Lesson
Dr. Hadiya Sewer joins the show to talk about her work with the VI Studies Collective and the St. John Heritage Collective. 1:58 Bajo el Sol Gallery Events 9:56 Theodora Moorehead 11:17 Recovery, changes, developments on St. John since “Irmaria” 16:50 The VI Studies Collective 24:24 Responses from VISCO workshops 30:39 Break 31:45 “Colonialism without Colonizers” speech and British Virgin Islands 40:06 Responses to new governor in US Virgin Islands, Albert Bryan, Jr. 44:09 U.S. Federal government shutdown and the National Park on St. John 47:21 2020 Census, citizenship question, VI delegate to Congress 49:26 Green New Deal and climate justice 57:09 Outro
Material Type: Lecture
In this module, students read, discuss, and analyze nonfiction and dramatic texts, focusing on how the authors convey and develop central ideas concerning imbalance, disorder, tragedy, mortality, and fate.
Material Type: Module
In this 12th grade Extension Module, students can go deeper into analyzing arguments, as they outline, analyze, and evaluate the claims that Michelle Alexander makes in|The New Jim Crow: Mass Incarceration in the Age of Colorblindness, paying attention to her use of rhetoric to convey her ideas. Please note that this 12th grade Extension Module is an extra module that has been developed as part of the 12th grade ELA modules; grades 9-11 do not have additional or extension modules. A full year of curriculum is available for 12th grade through modules 1-4.
Material Type: Module
This collection assembles a wide array of Library of Congress source materials from the 1920s that document the widespread prosperity of the Coolidge years, the nation's transition to a mass consumer economy, and the role of government in this transition. It includes nearly 200 selections from twelve collections of personal papers and two collections of institutional papers from the Manuscript Division; 74 books, pamphlets, and legislative documents from the General Collections, along with selections from 34 consumer and trade journals; 181 photographs from the pictorial materials of the National Photo Company Collection held by the Prints and Photographs Division; and 5 short films and 7 audio selections of Coolidge speeches from the Motion Picture, Broadcasting, and Recorded Sound Division. The collection is particularly strong in advertising and mass-marketing materials and will be of special interest to those seeking to understand economic and political forces at work in the 1920s.
Material Type: Diagram/Illustration, Primary Source, Reading
Through investigating the nature, sources and level of noise produced in their environment, students are introduced to the concept of noise pollution. They learn about the undesirable and disturbing effects of noise and the resulting consequences on people's health, as well as on the health of the environment. They use a sound level meter that consists of a sound sensor attached to the LEGO® NXT Intelligent Brick to record the noise level emitted by various sources. They are introduced to engineering concepts such as sensors, decibel (dB) measurements, and sound pressure used to measure the noise level. Students are introduced to impairments resulting from noise exposure such as speech interference, hearing loss, sleep disruption and reduced productivity. They identify potential noise pollution sources, and based on recorded data, they classify these sources into levels of annoyance. Students also explore the technologies designed by engineers to protect against the harmful effects of noise pollution.
Material Type: Activity/Lab
In Module 12.3, students engage in an inquiry-based, iterative research process that serves as the basis of a culminating research-based argument paper. Building on work with evidence-based analysis in Modules 12.1 and 12.2, students use a seed text to surface and explore issues that lend themselves to multiple positions and perspectives. Module 12.3 fosters students’ independent learning by decreasing scaffolds in key research lessons as students gather and analyze research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which serves as the early foundation of what will ultimately become their research-based argument paper.
Material Type: Module
The 7th grade poetry unit gives an in depth approach to poetry involving the four strands within the core. I've included worksheets, rubrics, and answers keys where applicable. I have also used literature examples from the core.
Material Type: Lesson Plan
In this module, students explore the issue of working conditions, both historical and modern day. As they read and discuss both literary and informational text, students analyze how people, settings, and events interact in a text and how an author develops a central claim. Students strengthen their ability to discuss specific passages from a text with a partner, write extended text-based argument and informational pieces, and conduct a short research project. At the end of the module, students will have a better understanding of how working conditions affect workers and the role that workers, the government, consumers, and businesses play in improving working conditions. The first unit focuses on Lyddie, a novel that tells the story of a young girl who goes to work in the Lowell mills, and explores the issue of working conditions in industrializing America. This unit builds students’ background knowledge about working conditions and how they affect workers, and centers on the standard RL.7.3, which is about how plot, character, and setting interact in literature. As an end of unit assessment, students write an argument essay about Lyddie’s choices regarding her participation in the protest over working conditions. The second unit moves to more recent history and considers the role that workers, the government, and consumers all play in improving working conditions. The central text in Unit 2 is a speech by César Chávez, in which he explains how the United Farm Workers empowered farmworkers. Unit 2 focuses on reading informational text, and students practice identifying central ideas in a text, analyzing how an author develops his claims, and identifying how the sections of the text combine to build those ideas. This unit intentionally builds on Odell Education’s work, and if teachers have already used the Chávez speech and lessons, an alternate text is suggested with which to teach the same informational text standards. In the End of Unit 2 Assessment, students apply their understanding of text structure to a new speech. Unit 3 focuses on the research standards (W.7.7 and W.7.8): through an investigation of working conditions in the modern day garment industry, students explore how businesses can affect working conditions, both positively and negatively. As a final performance task, students create a consumer’s guide to working conditions in the garment industry. This teenage consumer’s guide provides an overview of working conditions and offers advice to consumers who are interested in working conditions in the garment industry.
Material Type: Module
On June 28, 1919, Germany and the Allied Powers signed the Treaty of Versailles in the Hall of Mirrors at the famous Palace of Versailles, officially ending World War I. World War I, or the Great War, lasted from 1914 to 1918, and claimed the lives of nearly ten million soldiers and approximately thirteen million civilians. Germany and its allies in the Central Powers had lost the war, so representatives of the victorious Allied Powers including the United States, France, and Britain negotiated the terms of the treaty. President Woodrow Wilson and his allies wanted the treaty to provide a lasting peace following Wilson’s Fourteen Points speech delivered on January 8, 1918. European powers sought peace but also wanted to punish Germany, who they blamed for causing the war. Germans also expected that the Fourteen Points would be the basis for the peace talks when they signed the armistice in November 1918. When the Allied Powers met in Paris to discuss the world after the war, however, a much more punitive plan emerged.
Material Type: Primary Source
In this module, students read, discuss, and analyze literary and informational texts, focusing on how authors use word choice and rhetoric to develop ideas, and advance their points of view and purposes. The texts in this module represent varied voices, experiences, and perspectives, but are united by their shared exploration of the effects of prejudice and oppression on identity construction. Each of the module texts is a complex work with multiple central ideas and claims that complement the central ideas and claims of other texts in the module. All four module texts offer rich opportunities to analyze authorial engagement with past and present struggles against oppression, as well as how an author’s rhetoric or word choices strengthen the power and persuasiveness of the text.
Material Type: Module
Dr. Hadiya Sewer joins the show to talk about her work with the VI Studies Collective and the St. John Heritage Collective. Dr. Hadiya Sewer joins the show to talk about her work with the VI Studies Collective and the St. John Heritage Collective. (English, 1 hr) Original post: http://bit.ly/2GOQISN 1:58 Bajo el Sol Gallery Events 9:56 Theodora Moorehead 11:17 Recovery, changes, developments on St. John since “Irmaria” 16:50 The VI Studies Collective 24:24 Responses from VISCO workshops 30:39 Break 31:45 “Colonialism without Colonizers” speech and British Virgin Islands 40:06 Responses to new governor in US Virgin Islands, Albert Bryan, Jr. 44:09 U.S. Federal government shutdown and the National Park on St. John 47:21 2020 Census, citizenship question, VI delegate to Congress 49:26 Green New Deal and climate justice 57:09 Outro
Material Type: Case Study, Lecture Notes
In this 12th grade module, students read, discuss, and analyze four literary texts, focusing on the development of interrelated central ideas within and across the texts. |The mains texts in this module include|A Streetcar Named Desire|by Tennessee Williams, “A Daily Joy to Be Alive” by Jimmy Santiago Baca, “The Overcoat” by Nikolai Gogol, and|The Namesake|by Jhumpa Lahiri. As students discuss these texts, they will analyze complex characters who struggle to define and shape their own identities. The characters’ struggles for identity revolve around various internal and external forces including: class, gender, politics, intersecting cultures, and family expectations.|
Material Type: Module
In this eight-week module, students explore animal defense mechanisms. They build proficiency in writing an informative piece, examining the defense mechanisms of one specific animal about which they build expertise. Students also build proficiency in writing a narrative piece about this animal. In Unit 1, students build background knowledge on general animal defenses through close readings of several informational texts. Students will read closely to practice drawing inferences as they begin their research and use a science journal to make observations and synthesize information. Students will continue to use the science journal, using the millipede as a whole class model. They begin to research an expert animal in preparation to write about this animal in Units 2 and 3, again using the science journal. In Unit 2, students will continue to build expertise about their animal and its defense mechanisms, writing the first part of the final performance task—an informative piece describing their animal, the threats to its survival, and how it is equipped to deal with them. With their new knowledge about animal defenses from Unit 1, students will read informational texts closely, using the same science journal to synthesize information about their animal. Unit 3 allows students to apply their research from Units 1 and 2 to write a narrative piece about their animal that incorporates their research. This narrative will take the format of a choose-your-own-adventure. For their performance task, students will plan, draft, and revise the introduction and one choice ending of the narrative with the support of both peer and teacher feedback. The second choice ending will be planned, written, and revised on-demand for the end of unit assessment.
Material Type: Module
American Government is designed to meet the scope and sequence requirements of the single-semester American government course. This title includes innovative features designed to enhance student learning, including Insider Perspective features and a Get Connected Module that shows students how they can get engaged in the political process. The book provides an important opportunity for students to learn the core concepts of American government and understand how those concepts apply to their lives and the world around them. American Government includes updated information on the 2016 presidential election.Senior Contributing AuthorsGlen Krutz (Content Lead), University of OklahomaSylvie Waskiewicz, PhD (Lead Editor)
Material Type: Full Course
This module uses literature and informational text such as "My Librarian Is a Camel" to introduce students to the power of literacy and how people around the world access books. This module is intentionally designed to encourage students to embrace a love of literacy and reading. There are 3 units in this module. Unit 1 explores the question ĺăĄWhy do people seek the power of reading?ĺăĺ In unit 2 students explore their own ĺăĄpowers of readingĺăĺ that help them access text. And unit 3 explores how geography impacts readersĺăĚă access to books.
Material Type: Lesson Plan, Reading, Teaching/Learning Strategy, Unit of Study
In this lesson designed to enhance literacy skills, students learn how the theory that explains the position of Earth's continents was established and later modified, and gain important insights into how science and the scientific community operate.
Material Type: Activity/Lab
In this lesson designed to enhance literacy skills, students learn that transitional fossils provide scientists with evidence to establish how major animal groups are related to one another.
Material Type: Activity/Lab
Students use persuasive writing and an understanding of the characteristics of letters to the editor to compose effective letters to the editor on topics of interest to them.
Material Type: Activity/Lab, Lesson Plan
