This unit on American Indians: By studying the regions of the United States and the cultures that live in each region, students are able to compare/contrast within regions and across regions how tribes used their environments, and their cultural and other contributions to American life.

Note that the emphasis here is on broader groups of tribes for each region with some instruction on specific tribes representing each region. In no way is this case study approach to learning about one tribe meant to be generalized to all tribes of that region. We understand that each tribe was and continues to be unique in its culture, practices, lifeways, and traditions.

This 16-week course examines Native American sovereignty from the perspectives of Historical Studies and Anthropology. It covers the history and unique position of American Indian Nations in relation to American political systems, as well as the politics within these indigenous groups as independent nations. The Historical Studies perspective will focus on understanding the historical context of Indian-White relations, while the Anthropology perspective will explore the variety of Native American perspectives on these relations from within their own cultures. 

The Children’s Hour has produced a six part podcast and curriculum series on the history of the American Southwest, in partnership with the Center for New Mexico Archaeology, the Native American Community Academy (NACA), NACA Inspired Schools Network, and numerous others.Typically a region of the US that is overlooked in textbooks, the Southwestern United States history begins 23,000 years ago in what is now know as White Sands National Park.  Students will learn how the area was settled, from its Indigenous beginnings through the brutal era of Colonization by Spain, and then the United States, and finally emerging into statehood. This series highlights the moments that changed the history of this region and this nation forever.The series comes with a free, download-able Learn-Along Guide that meets and cites US national education standards for elementary through high school students. Our production began with “virtual field trips” for students that include expert interviews to better understand each time period. Students can hear the full conversations with our experts by watching the field trips at The Children's Hour YouTube page.Join us, and learn about our fragile, and deeply rooted story of our high desert region over six episodes, and through our Learn-Along guide. 

The Fourth Grade Elementary Framework for Science and Integrated Subjects, What Happened at Dry Falls?, uses the phenomena of a local Washington landform to explore erosion from the Ice Age Floods.  It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects  can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

This course invites students to consider the following three big questions: How can we learn more about Indigenous peoples and issues, even after this class is over? How can we think about the place that is now called the United States from a different perspective that removes colonizers from the central narrative? How can the study of history make the world a safer, more just, and kinder place to live for everyone?

This resource contains five excerpts from documents about indigenous women in Latin America and critical questions about these excerpts.

This resource contains excerpts from two primary sources, "Tecumseh's Speech to the Osages" and "Tenskwatawa’s Vision", with accompanying critical questions. 

In this assignment, students will read a chapter from 1491: New Revelations of the Americas before Columbus by Charles Mann and answer discussion questions about historical agency.  

These learning activities are designed to be used in a large introductory chemistry course, each as part of a larger module of learning activities that include a prior reading of a short background information document. By working in small groups to discuss the presented information and question prompts, students will apply concepts seen in earlier coursework to explore a topic of societal or environmental relevance. No new conceptual information is delivered in these activities; rather they provide an opportunity to show students how the chemistry concepts they have developed support a detailed scientific understanding of a significant issue.Instructional resources for each activity  include 1) background information (.docx and .pdf) 2) the learning activity (.docx and .pdf) 3) the learning objects (.docx and .pdf) and 4) the slide deck (.pptx).These activities include exploration of:Methyl Transferase EnzymesNitrogen CycleOzone and Chlorofluorocarbons Mechanism of Penicillin Interior Salish Pit Cooking