Learn how and when the Eastern Shoshone came to Wyoming, what are …
Learn how and when the Eastern Shoshone came to Wyoming, what are the Shoshone values, and what are the people of the Eastern Shoshone like? In the accompanying lessons plans (found in the Support Materials), students will gain an understanding of the Fort Bridger Treaty of 1868 including its importance to the state of Wyoming and the Eastern Shoshone Tribe in 1868 and today. The American Bison, or Buffalo as preferred by most tribes, has a significant existence among the Native American people. For thousands of years, the great American Buffalo roamed the Great Plains, migrating from north to south, searching for areas on which to thrive. The Shoshone people depended on the buffalo for many things that included food, clothing, and shelter. Every part of the buffalo was used and provided for the people.
LEARNING OBJECTIVES:
Students will study (Highlight, paraphrase and report) the Treaty of 1868 between the Eastern Shoshone Tribe and the United States Government. Students will learn about the Eastern Shoshone people through the use of research and technology. Students will understand that the history of the Shoshone people in the Wind River Mountains dates back thousands of years. Students will understand that the circle of life continues in a perpetual cycle and is passed on through oral tradition. These stories often taught a lesson to young people. Students will understand the indigenous perspective of interconnectedness. Students will understand how bison populations were devastated by western expansion. Students will learn how to construct, read, compare and analyze different population graphs. Students will understand how the diets of the Shoshone people varied depending on the areas in which they lived. Students will acquire knowledge of the Wind River Reservation communities and be able to identify these locations on a map. Students will be able to further describe how their culture has shaped them. Students will be able to define the concept of culture. Students will be able to explain some of the attributes of culture.
Students will gain an understanding of the Northern Arapaho people located on …
Students will gain an understanding of the Northern Arapaho people located on the Wind River Reservation in Wyoming. In the accompanying lessons plans (found in the Support Materials), students will learn how the Northern Arapaho come to Wyoming, what are the Arapaho values, and why were Arapaho tribal names changed?
LEARNING OBJECTIVES:
Students will be able to evaluate what geographical places were used by the Arapaho people and understand how historical events changed the future for the Arapaho people. Students will compare and contrast between their social and ceremonial structures. Students will understand the hierarchy of the Arapaho Tribe. Students will analyze how their social and ceremonial structures contribute to their cultural identity.
Learn about the treaty that estbalished the Wind River Reservation and the …
Learn about the treaty that estbalished the Wind River Reservation and the two tribes that inhabit it, the Northern Arapaho and Eastern Shoshone.
In the accompanying lesson plans (found in the Support Materials), students will watch a video about the Wind River Reservation and learn how the reservation came to exist, How the two tribes, the Eastern Shoshone and Northern Arapaho, come to share the reservation, and what are the people on the reservation like?
LEARNING OBJECTIVES:
Students will demonstrate an understanding about the 1868 Fort Bridger Treaty. Students will create a map of the sacred sites fo the Shoshone and Araphaho Tribes. Students will analyze the different pre and post reservation events for the Eastern Shoshone and Northern Arapaho tribes and evaluate why it is important for Wyoming state citizens to learn the history of the people of the Wind River Reservation Students will gain an understanding of three spiritual sites in Wyoming.
Lonnie Johnson tried to create a new cooling system for refrigerators and …
Lonnie Johnson tried to create a new cooling system for refrigerators and air conditioners, but instead created the mechanics for one of the top twenty toys of all time, the Super Soaker. From childhood to adulthood, Lonnie had a love for rockets, robots, inventions, and a mind for creativity. He was driven toward innovation through his persistence and passion for problem solving, tinkering, and building. These traits served him well as we went on to work for NASA as an engineer. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Students will use materials on hand to invent and design a new toy or game.
A document is included in the resources folder that lists the complete standards-alignment for this book activity.
This presentation will explain why we cite our sources when using research …
This presentation will explain why we cite our sources when using research in our writing. It will touch on the concept of plagiarism and academic honesty, as well as overview the consequences for when we fail to properly credit our sources. APA will not be the focus of this presentation, but will be mentioned along with other common citation styles.
Why Writing Works: Disciplinary Approaches to Composing Texts is an open-access, online …
Why Writing Works: Disciplinary Approaches to Composing Texts is an open-access, online textbook resource for college writing. It is written for an audience of second-year college students with a focus on writing in the disciplines.
In this unit students will explore the difficulties of having a learning …
In this unit students will explore the difficulties of having a learning disability and how a learning disability influences the way a person feels about themselves by reading the core text, The Wild Book. Throughout the unit students will be challenged to think about multiple thematic topics—believing in ourselves, accepting differences, persevering through challenges, and trusting in family during difficult times. Exploring the themes will allow students to develop a deeper appreciation for people’s unique differences and struggles and learn to accept everyone for their strengths. It is our goal that this unit, combined with others in the curriculum, will help students see the world as a diverse place, not just in terms of race but also in terms of abilities, and that no matter what, everyone can be successful.
The text, The Wild Book, was chosen not only for its powerful themes but because Margarita Engle, the award-winning Latina author, uses verse to bring to life a difficult historical period in Cuba. The book tells the story of Margarita Engle's grandmother who grew up in Cuba during a time of lawlessness. Margarita Engle tells her grandmother's story in a way that helps readers build empathy and understanding of the hardships our ancestors may have faced. Simultaneously, students also see the power of poetry and its influence on Cuban culture in the early 20th century. Seeing that despite the hardships the country faced, it was also a place of artistic beauty.
This unit builds on previous units in which students have learned the features of poetry; however, in this unit students begin to see poetry as not just stand-alone poems but as an art form in which a poet can express himself or herself freely. When discussing and writing about poetry, students should be able to refer to the specific structural elements of a poem and explain how the elements enrich the text. This unit also challenges students to deeply analyze how authors develop theme within individual poems and also across a longer work. Students will analyze how characters are developed, how word choice and imagery are used to bring power and meaning to different verse, and how the author uses varying experiences to reveal theme. Doing deep text analysis of the poems on an individual level and also on a more broad level will help students understand the power of the various themes and how the author develops them.
Eighth grade students in Greenfield, MA created a book for younger students …
Eighth grade students in Greenfield, MA created a book for younger students featuring original fables accompanied by cut-block print illustrations. The students studied the genre of fables; wrote personal narratives to surface issues in their own lives; created animal protagonists and stories to embed those issues in fables with helpful morals. This video features an interview with the teacher, discussing the process of learning, drafting and critique. It celebrates how academic standards and skills can be built from work that is deeply artistic connects the heart to learning.
This lesson guides students to find answers in non-fiction texts about wolves …
This lesson guides students to find answers in non-fiction texts about wolves by using of the KWHL graphic organizer and a reading strategy called RUNNERS. Students practice using these strategies while gathering information from different sources.
During this three week unit, students practice and apply research skills while …
During this three week unit, students practice and apply research skills while completing a project on a woman of their choice. Ideally, this project is taught around March, which is Women's History Month. Summative assessments for this unit include the completed project and an annotated bibliography.
This video is part of the Learn and Grow with WHRO TV …
This video is part of the Learn and Grow with WHRO TV series. Watch Caroline Doughty teach about long and short vowel sounds.
Students review the different sounds the vowel /a/ makes. Students sort words based on the different sounds they hear and patterns they see. Lastly, students use the strategies learned during sorting to write words with the vowel /a/.
This video is part of the Learn and Grow with WHRO TV …
This video is part of the Learn and Grow with WHRO TV series. Watch Caroline Doughty teach about long and short vowel sounds.
Students review the different sounds the vowel /u/ makes. Students sort words based on the different sounds they hear and patterns they see. Lastly, students use the strategies learned during sorting to write words with the vowel /u/.
This video is part of the Learn and Grow with WHRO TV …
This video is part of the Learn and Grow with WHRO TV series. Watch Caroline Doughty teach about long and short vowel sounds.
Students review the different sounds the vowel /o/ makes. Students sort words based on the different sounds they hear and patterns they see. Lastly, students use the strategies learned during sorting to write words with the vowel /o/.
This video is part of the Learn and Grow with WHRO TV …
This video is part of the Learn and Grow with WHRO TV series. Watch Caroline Doughty teach about long and short vowel sounds.
Students review the different sounds the vowel /i/ makes. Students sort words based on the different sounds they hear and patterns they see. Lastly, students use the strategies learned during sorting to write words with the vowel /i/.
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