In this lesson, students will research one Native American group from each of the six main biomes in North America. Students will use their developing technology and language arts skills to find reliable sources on the internet, evaluate and integrate information from these texts, select a suitable digital platform to share their findings, and create a cohesive presentation showcasing their mastery of the learning outcomes. Students will discover the climate, landforms, water, and other natural resources available within each region and how they were used by the natives living there. Students will explore the relationships between the cultures found within each region and its resources. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

This lesson challenges students' views of Native Americans as a vanished people by asking them to compare their prior knowledge with information they gather while reading about contemporary Native Americans.

This resource was created by Tessa Avery and Chris Swalley, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This lesson looks at the natural resources that drew settlers to Alabama. Students will explore the 1818 letter from Joseph Noble to his friend, Samuel B. Bidgood, describing the town at Tuscaloosa Falls. Students will explain ideas within this historical text based on specific information presented in this primary source. Follow up lesson - Alabama: A Boundless Field of Speculation This lesson was created in partnership with the Alabama Department of Archives and History.

Each student becomes an expert on a natural disaster, investigating and discovering how they can prepare for it. Students initially create traditional motivational posters using paper, pencils, markers, and crayons. Then, students create an electronic version to motivate others to prepare for natural disasters. Next, students create storyboards/scripts and digital stories on a natural disaster of their choosing to inform others of ways to prepare for natural disasters. This lesson was created as part of a collaboration between Alabama Technology in Motion and ALEX.

This article provides background information related to natural resources of the poles, and renewable and non-renewable energy.

The lesson content is connected to Alabama Course of Study SS2010 (4) which will explain why significant leaders of the Creek War disrupted the Alabama Creek Indian Headsmen and the government. The disruption would be solved through negotiation. The negotiating Creek Indians did not obtain full restoration of their land, however, they did accept a compromise. This lesson was created in partnership with the Alabama Department of Archives and History.

Social Studies Content and Achievement Standards for the state of North Dakota. Updated 2007.

In this lesson, students will be examining primary sources pertaining to differing viewpoints of America's involvement in World War I. The students will annotate the documents, looking for main ideas and supporting details. The students will then form graphic organizers separating two opposing viewpoints. Finally, students will write a group expository essay using the data from the graphic organizer. This lesson was created as part of the Alabama Bicentennial Commission's Curriculum Development Project.

Washington state has developed a set of civics assessments that are multi‐stepped tasks or projects aligned to specific state standards, which target skills and knowledge necessary for engaged, informed citizenship.

Suggestions for unit or lesson plans that can be incorporated into social studies, history, and other middle- and high-school courses with a civic component. The suggestions are focused on the selection and close reading of sources, and aimed at encouraging students to think about why sources are valid and relevant, as well as how to use them as they think about and discuss civic issues.

Against the backdrop of the devastating 1930's Dust Bowl, this video segment adapted from Interactive NOVA profiles an organic farmer and the techniques he uses to conserve topsoil.

George Washington was the first President of the United States of America. He is often referred to as the “Father of Our Country”. In this seminar you will learn about his life and what led to him becoming president. By the end of this seminar, you will be able to construct support for choosing George Washington as our first President and explain what events in his life made him a leader.Standards5.1.4 D Identify key ideas about government found in significant documents: Declaration of Independence, United States Constitution, Bill of Rights, Pennsylvania Constitution5.1.4 C Explain the principles and ideals shaping local and state government.

Film study of historical fiction film, Pad Man: a fictionalized account of the quest of a real-life social entrepreneur from India who ultimately used the engineering design process to reverse-engineer series of mini-machines to manufacture affordable sanitary pads for women.

Our Problem-Based Learning Project focuses on an area that combines both Social Studies, specifically government, and Science, specifically biology, that asks the question, "What role does the government have in preserving/protecting the environment?" Students are required to research different sides of the government, Democrat and Republican, what their views are on preserving the environment, how the government protects the environment, and what they, the student, personally thinks about how the government should preserve/protect the environment.

Students begin this unit by discussing their relationship with art, and the extent to which they believe art drives resistance movements. Students then participate in a Gallery Walk that highlights how members of the Puerto Rico community in the Young Lords used art to advance their ideas and preserve their culture. Students center the activism of Indigenous peoples in Puerto Rico by studying bomba music and murals. This helps them understand the roots of art—both visual and performance—as activism, and respond to the question: How can understanding Latinidad through art help us confront social and political injustices? Throughout this unit, students work in teams to create a poster series that inspires civic engagement and action on issues of social and political injustice.

Crash Course Government: So political campaigns are a pretty big deal in the United States. For instance the 2012 presidential election clocked in at the most expensive ever - at around $6 billion dollars! Needless to say, money plays a very big role in American elections. So today, Craig is going to take a look at why we have campaigns in the first place, why the campaign seasons run for so long, and of course why campaigns cost so much.

The lesson will begin by students performing a think-aloud as they consider the similarities of five words: tornado, shelter, basement, underground, and safe room. Students will use a pros and cons graphic organizer as they read articles on three different types of tornado shelters: underground shelters, part of the house shelters, and prebuilt shelters. The students will find the advantages and disadvantages of each type of structure. At the end of the lesson, the teacher will create a table that lists all the shelters and the pros and cons of each. Students will then determine which shelter they feel is most efficient in an "exit slip" response. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Primarily Washington is the Washington State Library, Washington State Archives, and Legacy Washington's way of bridging the gap between the primary sources in our collections and the classroom. The State Library's goals include actions to promote education and life-long learning, as well as connect Washingtonians to their history. This portal will contribute to these efforts by containing content that will consist of digitized primary sources that have been partnered with curriculm developed by Washington State teachers. There are also featured exhibits for further study by students and all others wishing to learn more about the history of the Pacific Northwest.

Note: These primary sources include materials that reflect the attitudes, perspectives, and beliefs of different times. These materials are presented as part of the historical record. Inclusion of these materials does not mean endorsement of or agreement with any views expressed. But they provide opportunities for examining multiple perspectives, generating discussions and comparing and contrasting points of view over time.