During this lesson, students will research the social, political, and economic impact of the Great Depression on the lives of Alabamians. Students will collaborate to create a presentation from the project-based learning activity and present it to the class. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Children will be given an opportunity to discover various Caribbean countries through the use of map work.

In this video segment from Religion & Ethics Newsweekly, meet an American Muslim as he prepares for Hajj, the pilgrimage to the holy city of Mecca that commemorates the Abrahamic roots of Islam.

Performed with over two million other Muslims, the rites of Hajj, the required pilgrimage to Mecca, have a profound personal impact on each pilgrim. In this video from Religion & Ethics Newsweekly, a Muslim from America experiences Hajj for the first time.

Students learn about an American Muslim's impressions of his first pilgrimage to Mecca in this video segment from Religion & Ethics Newsweekly.

A dining hall at Dartmouth College accommodates the religious dietary requirements of Muslims, Jews and Hindus as explained in this video from Religion & Ethics Newsweekly.

Students will use primary sources to gain information about Hernando de Soto, his route, and his interactions with Native Americans in Alabama. Students will read two articles in order to identify information about Hernando de Soto and his journey through Alabama. Students will also learn about the impact of European Exploration on the Native Americans who were in Alabama in the 1500s. This lesson was created in partnership with the Alabama Department of Archives and History.

Holocaust education is history, literature, social studies, psychology, art, and so much more. By studying the Holocaust we learn the importance of speaking out against bigotry and indifference, promoting equity, and taking action. Studies show that Holocaust education both improves students' critical thinking skills and encourages "upstander" behavior: willingness to act upon civic awareness and confront hatred in all its forms. On this site you're going to find lessons that adhere to the requisite guidelines for teaching about the Holocaust and Genocide, with options for in-person and remote instruction. Each Overview Lesson includes:Historical summarySurvivor video clipsDiscussion questionsCommon Core State Standards addressed in that lesson

This problem based learning (PBL) activity allows students to become educated on how excess waste can harm the environment. This activity then has the students form a plan on how their school can limit trash output in their cafeteria, and then sending a letter to their principle describing their plan.

Discusses social, economic, political, and environmental push and pull factors dealing with human migrations.

10-lesson fifth grade unit to build classroom culture focused on identity, diversity and community.

10-lesson first grade unit to build classroom culture focused on identity, diversity and community.

10-lesson fourth grade unit to build classroom culture focused on identity, diversity and community.

10-lesson second grade unit to build classroom culture focused on identity, diversity and community.

10-lesson third grade unit to build classroom culture focused on identity, diversity and community.

This lesson focuses on the American Revolution, which encouraged the founding fathers' desire to create a government that would, as stated in the Preamble, insure domestic tranquility and provide for the common defense. This lesson correlates to the National History Standards and the National Standards for Civics and Social Sciences.

A project that has students look a little more in-depth of how immigration has affected their community. This will meet part of the criteria for Indiana State standard SS 3.1.9.

India and South Asia: From Area Studies to Ethnic Studies
Course design by Rachel Heilman, Issaquah High School.
Developed with the support of Sunila Kale (Associate Professor of International Studies) and the South Asia Center (Henry M. Jackson School of International Studies, University of Washington), with funding from the U.S. Department of Education National Resource Centers Program.

Dear Colleague,

I hope you are able to implement some version of this course at your institution! I have it aligned to Washington State Social Studies Standards, but it is right in line with Common Core-driven expectations and should fit well with any state’s standards. This course also very much supports the new Washington Ethnic Studies Framework.

––Rachel Heilman, March 2022

Course Description

How can understanding a particular region both shape and enhance our understanding of ourselves and the world around us? As we gain knowledge, how do we both recognize and cross the political boundaries we see on maps? In this one-semester course we will use an interdisciplinary approach to examine India and wider South Asia as we work to conceptualize the ways people, power, geography, and the past shape the region. For the purposes of this course South Asia will include Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka. In our role as global citizens we will also expand our inquiries to the web of connections between South Asia and our own individual and social identities.