These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.  

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.  

Learn how a mayoral commission attempted to reckon with Confederate monuments in Richmond, Virginia—and how political scandal and electoral change helped reshape the city’s statuary landscape. Note to Teachers:Some of these video clips include depictions of blackface; in an effort to provide authentic and transparent resources about the historical experiences of Black Americans, these moments were not censored. Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Discover why protests in Richmond, Virginia, following the murder of George Floyd in Minneapolis, centered on Monument Avenue—a grand boulevard then-lined with statues of Confederates.

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.  

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.  

See the removal of Confederate monuments in Richmond, Virginia—first, through direct action by protestors, and then by city-ordered cranes—amid summer 2020 protests against systemic racism following the murder of George Floyd in Minneapolis. 

This video provides an overview of the tensions between of Booker T. Washington and William Monroe Trotter.

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.  

Learn about Marcus-David Peters, a teacher in Richmond, Virginia, who was killed by police while having a mental health crisis, and why activists there see his death as one of many examples of how white supremacy endures in the city even as Confederate statues have been removed. 

After the Philippine-American War ended in 1902, Americans became fascinated by the natives of the newly acquired territory, which led to the development of anthropological exhibits showcasing what “primitive” life was like in the Philippines. During this time period, anthropologists adopted an evolutionary perspective rooted in white superiority. One of the exhibits featured the Igorot people, who anthropologist Albert Jenks believed were the most uncivilized tribe in the Philippines. These exhibits/human zoos sparked the creation of negative stereotypes of both the Igorot people and the Filipino community. Students will view the video segment from Asian Americans and engage in activities and discussions to explore the power of perception and its impact on shaping the identities of Asian Americans. Students will also examine the U.S. politics and scientific theories that shaped the perception of Americans and sought to justify U.S. colonization in the Pacific and the mistreatment of the Filipino community.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: HS.2, HS.9
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.63, HS.64
Historical Thinking: 5.24, 7.25, 8.31, HS.67, HS.70
Social Science Analysis: 5.26, 5.27, 6.24, 7.27, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.78

This page from the Volcano World website contains a summary account of the 1959 eruption at Kilauea Iki which is illustrated by photographs and videos.

This video adapted from the Valdez Museum & Historical Archive, explores what happened during the Great Alaska Earthquake of 1964 through original footage, first-person accounts, and animations illustrating plate tectonics.

Sparked off by the acquittal of four officers in the Rodney King police brutality case, the 1992 Los Angeles Civil Unrest took place over several days and led to rioting and destruction of the city. The unrest represented a boiling point of underlying issues including systemic racism, police brutality, failure of the criminal justice system, economic disparities between communities of color, and racial tensions. The perceived racial tensions between Korean and Black Americans, further complicated by the shooting of Latasha Harlins by a Korean storeowner, led to some targeting of Korean American neighborhoods/businesses for violence and looting. Students will explore the history, conditions, and tensions that led to the 1992 civil unrest in L.A.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.6, 8.8, 8.9, HS.2, HS.9, HS.11
Economics: 7.8
Geography: 5.13, HS.42, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.53, HS.61, HS.64, HS.65
Historical Thinking: 5.25, 6.23, 7.25, 8.30, 8.31, 8.32, HS.68
Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 7.27, 7.29, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.75, HS.76, HS.78

How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.How the Monuments Came Down is a production of Field Studio, in association with VPM.

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.  

plan on using this image to replicate Cynthia's "human timeline" activity to create a US/VA History review for the 11th grade state standadized test (SOL) using only primary sources from the LOC website. This activity will require students to use their knowledge of understanding primary sources to identifiy events in US history and analyze documents to piece together the material they learned throughout the school year leading up to the state test. This activity also helps students practice analyzing primary sources including charts, graphs, pictures, quotes, etc. which are tested on the state SOL. There are a number of ways to conduct this activity, but here are a few examples:

1) Since there will be a lot of documents (from the conception of America to present day) you could break the images up into time periods or themes and ask students to identify and order them. Then, each group can share their resources.

2) The whole class can work together like we did to identify and order the events (this would require a lot of time and brain power).

3) Introduce a set number of images each class period to add to the timelime--this can be posted around the room continuously over the course of your entire review period.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.