A satire on dissension and political intrigue within Andrew Jackson's administration, surrounding the Spring 1831 resignations of several members of his Cabinet. In the center Jackson sits in a collapsing chair, labeled "The Hickory Chair is coming to pieces at last." Seated on the arm of his chair is a rat with the head of Postmaster General William T. Barry. On the floor before him is a pile of resignations with a broken clay pipe, and a brazier. He sweeps with a broom at a number of rats scurrying at his feet, and in the act knocks over the "Altar of Reform" toppling a winged ass also holding a broom. The rats have heads of (from left to right) Secretary of State Martin Van Buren, Secretary of War John H.Eaton, "D. I. O."(?), Navy Secretary John Branch, and Treasury Secretary Samuel D. Ingham. John Calhoun is a terrier which menaces the Van Buren rat. Van Buren, threatened by an eagle while attempting to climb the "Ladder of Political Preferment" whose rungs are labeled with the names of the states, says, "If I could only humbug that Eagle and climb up this ladder." Calhoun: "You don't get up if I can help it." Eaton: "I'm off to the Indians." Branch: "This from the greatest and best of men." Ingham: "Is this the reward of my Patriotic disinterestedness." In a doorway marked "Skool of Reform" appears a man in a visored cap and fur-trimmed coat saying, "There's Clay, and this is all Clays doings." Daniel Webster and Henry Clay (with raised arms) look in through a window. Webster: "That Terrier has nullified the whole Concern." Clay: "Famine! War! Pestilence!"|Cock of the Walk fecit. (Edward Williams Clay).|Entered . . . 1831 by E.W. Clay.|Publd by E.W. Clay, S.E. corner of Walnut and 4th St. Philada.|The print appears to have been derived from William James Hubbard's portrait of Jackson, or from Albert Newsam's 1830 lithograph reproducing the painting. A pencil sketch believed by Davison to be Clay's sketch for the print is in the National Portrait Gallery in Washington. The Library's impression of ".0001" was deposited for copyright on May 5, 1831. Davison also lists a second edition of the print. Two anonymous versions of the print, possibly derived from ".00001," were published under the title "The Rats leaving a falling house." (See 1831-2).|Title appears as it is written on the item.|Davison, no. 32 (sketch), 56 and 57.|Murrell, p. 109-110.|Weitenkampf, p. 24.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1831-1.

BEGIN HERE: How the Monuments Came Down Series and Curriculum Guide introduction: Introductory information about the series and curriculum guides, along with a linked list of the episodes in order.Note: This item and the collection it belongs to was imported with permission from #GoOpenVA. While the content is the same, the original location can be found here.  

Poster showing a holly-decked candle in a window, with the Red Cross symbol in its glow. Forms part of: Willard and Dorothy Straight Collection.

In this lesson, students will read and analyze a mentor text 100 Word Memoir. After studying the mentor text, students will create and evaluate their own 100 Word Memoir.

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 Rube Goldberg Machines, set imaginations on fire! Wonderopolis targets a 5th grade reading level and is aligned to Common Core Standards and <sci/ss standards>. We have Immersive Reader embedded for each Wonder of the Day--which means accommodations are available and translations can be provided with a few mouse clicks. <--come up with some standard content for after the overview of the individual Wonder. 

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.  

This site recounts the struggle for control of Hawaii between native Hawaiians and American business interests in the late 1800s. This 1897 petition and a lobbying effort by native Hawaiians convinced the U.S. Congress not to annex the islands. But months later the U.S.S. Maine exploded in Havana and the Spanish-American War began. The U.S. needed a mid-Pacific fueling station and naval base.

Primary source images, standards correlation, and teaching activities are included in this resource.

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.

Learn how important the honey bee's body structure is to survival in the hive. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

In this Wonder of the DayR, we learn about why flamingos are pink. Students have the opportunity to explore the Wonder either as a class or individually. With suggestions for different age groups, Wonder #1 has an activity to engage students with drawing, writing description, or both. 

In this lesson students will listen and match sounds ... either rhyming sounds, beginning sounds, ending sounds or vowel sounds.

While reading the story "Seven Fat Cats", students will listen and match the sounds (rhyming, beginning, ending, and vowel.)

This lesson will allow students to select and share what details are important on a topic.  Groups of students will research a topic and then discuss and determine the top 25 important things someone should know about the topic.

This lesson will allow students to select and share what details are important on a topic.  Groups of students will research a topic and then discuss and determine the top 25 important things someone should know about the topic.

Learn the importance of each and every job within the hive! This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

The focus of this lesson is to provide an opportunity for children to develop oral language skills and to record their oral language to share with others.

This tool is used for teachers to understand what the students are getting out of their learning by recording three things they learned, two questions and one main idea.

Bring the vocabulary of film to life through the processes of filmmaking. Students learn terminology and techniques simultaneously as they plan, film, and edit a short video.

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.

The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling questions, “Where are we?” and “Who are we?” Through these two questions students will understand where they live and where people around the world live. Students will also dive into the term “culture” and define it through many characteristics. Students will examine and reflect upon their own culture and research different cultures of North America.

Looking for a quick tool and resource to help with reading fluency? Check out this fun and easy poem for fluency development. 

Learn how honey bees manage their community through swarming. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

In fifth grade unit 5, Reading Historical Fiction Book Clubs, students will be organized into reading clubs consisting of 3-5 students of similar reading levels as they read historical fiction text set made up of related historical fiction, informational text and primary sources (photographs, letters, posters etc.) How do readers read, analyze and interpret historical fiction text? to understand their historical fiction and the time period connected to the text.
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Learn how honey is made and used. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

Another show of Northern optimism in the early months of the Lincoln administration. Uncle Sam approaches from the left holding a bayonet, causing five Southern soldiers to flee in panic to the right. In their haste to retreat the Confederates drop their flag, muskets, a hat, and a boot. A black child and two black men, one fiddling, watch with obvious glee from the background. Prominent in the center foreground are a mound marked "76" bearing an American flag and a crowing cock. In the background are the Capitol at Washington (left) and the palmetto trees of South Carolina (right).|Entered . . . by W. Wiswell . . . Ohio, June 8th 1861.|The Library's copy of the print is the copyright deposit impression.|Title appears as it is written on the item.|Weitenkampf, p. 132.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1861-28.

Another mock bank note parodying the "shinplasters" of the 1837 panic. Such small-denomination notes were based on the division of the Spanish dollar, the dominant specie of the time. Hence they were issued in sums of 6 (more accurately 6 1/4), 25, 50, and 75 cents. These fractional notes proliferated during the Panic of 1837 with the emergency suspension of specie (i.e., money in coin) payments by New York banks on May 10 of that year. "Treasury Note" and "Fifty Cents Shin Plaster" (nos. 1837-9 and -11) also use the bank note format to comment on the dismal state of American finances. Unlike these, however, "Humbug Glory Bank" is actually the same size as a real note. The note is payable to "Tumble Bug Benton," Missouri senator and hard-money advocate Thomas Hart Benton, and is signed by "Cunning Reuben [Whitney, anti-Bank adviser to Jackson and Van Buren] Cash'r" and "Honest Amos [Kendall, Postmaster General and influential advisor to Van Buren] Pres't." It shows several coins with the head of Andrew Jackson at left, a jackass with the title "Roman Firmness," a hickory leaf (alluding to Jackson's nickname "Old Hickory"), and a vignette showing Jackson's hat, clay pipe, spectacles, hickory stick, and veto (of the 1832 bill to recharter the Bank of the United States) in a blaze of light. Above is a quote from Jackson's March 1837 farewell address to the American people, "I leave this great people prosperous and happy."|Copyrighted by Anthony Fleetwood, 1837.|Published at 89 Nassau Str. New York.|Signed facetiously: Martin Van Buren Sc.|The print was deposited for copyright on August 21, 1837, by Anthony Fleetwood, and published at the same address (89 Nassau Street) as "Capitol Fashions" (no. 1837-1), also an etching. The Library's impression (the copyright deposit proof) is printed on extremely thin tissue.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1837-10.

Students will play a written version of the game telephone, and will determine what sorts of communication is effective with limited information, if any.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?". 

7th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.

Students will be reading and writing myths. They will follow the structure of short stories and eventually publish their work.

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.

Segment 80g of the Income Tax Act, 1961 licenses benefactors to Societies Registered U/s 80g profits of pay task exemption on their Donation. All NGO ought to attempt and get enlistment under section 80g.

8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.

Students will be creating a variety of poetry as well as analyzing poetry. They will work with Language standards and take a performance assessment at the end of the unit.

This is an ongoing series of lessons to teach the 26 letters of the alphabet through functional skills that can be used on a daily/weekly basis building on and transferring to other educational task. These lessons incorporate coloring, marking, painting, cutting, pasting, creating, listening and following directions.