Examine a collection of primary source documents about highways in the United States.

Examine a collection of primary source documents about railroads in the United States.

This wiki page documents the Projection Investigation Activity done during San Francisco Unified School District's SLANT workshop on January 29, 2011. Projection information, Julia Marshall's 5 Ways to Integrate, and links are provided, as well as the introductory Improv Activity "Advertising Team" which stretches the imagination to design something for the future. The Projection Investigation Activity begins with research around a scientific theme, then brainstorming and prototyping design ideas around that theme, and finally writing a narrative to present the prototype.

Spark visits painter Sandow Birk and his crew as they finish production on the artist's distinctly contemporary take on Dante's 14th century epic The Divine Comedy -- set in 21th century San Francisco. This Educator Guide is about history painting and storytelling.

Week 19, Day 4
Amelia and Eleanor Go for a Ride
Today’s book is about two very famous women. One of them was Amelia Earhart, one of the first women ever to become a pilot. The other was Eleanor Roosevelt, who was married to President Franklin Roosevelt. The book was written by Pam Muñoz Ryan. It was illustrated by Brian Selznick.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Although nonfiction, this book has few content area terms. We have chosen to focus instead on Tier 2 words.
After reading the book, you will need to decide whether or not to reveal the untimely death of Amelia Earhart.
The Author’s Note in the back of the book provides details you may want to share. There is also a photograph of the two women, and you may wish to compare it with Selznick’s illustrations.
Have available a map of the Potomac and Chesapeake Bay area to display or project. You can teach a bit of geography by pointing out some of the places mentioned.

Week 23, Day 3--Day 5
My Brother Martin--nonfiction--Christine King Farris, illustrated by Chris K. Soentpiet
The author is the sister of Martin Luther King, Junior. The book is called My Brother, Martin, and in it she tells what it was like to grow up with him as a brother.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This book is an example of narrative nonfiction. The approach to vocabulary taken in this plan is to address a few key terms (the names of the principal people) and also some Tier 2 words.
During the first day, we suggest that you construct the family tree shown below, and that you add to it as characters are introduced.
Note that the “I Have a Dream” Speech is available on YouTube. If you have time, consider playing it.

Week 22 Day 4 - Week 23 Day 1
Read Aloud: Roanoke: The Lost Colony
The book is called Roanoke: The Lost Colony, and it was written by Jane Yolen and her daughter Heidi Elisabet Yolen Stemple. It was illustrated by Roger Roth. Some books have subtitles, which tell us more about the book. The subtitle of this book is An Unsolved Mystery from History. The book is about a colony that was started in the 1500s in what is now North Carolina. And it simply vanished. The people were never heard from again.
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
A map with a close-up view of eastern North Carolina would be helpful so that you can point out the location of Jamestown and Roanoke Island.
A map of the United States and/or North America would also be useful.
As a rule, when you read each two-page spread, begin with the main text (in yellow), and then go on to the notes. That’s because the notes sometimes refer to the text.
In the case of sticky notes, notice that the girl detective has apparently written down definitions that she has looked up. You may wish to call this strategy to the students’ attention and read the definitions when you come to the words.

Week 31, Day 2---Day 4
Starry Messenger
This book about Galileo is called Starry Messenger. It was written by Peter Sís
Introduce Book and Preview Technical Vocabulary
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
illustration
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
This book can be read on two levels. The main, linear text is rather simple, but the sidebars are far more challenging. These are written in script and often have interesting shapes that reflect their meaning. With a few exceptions, this lesson plan is written around the main text.
On Day 1, have on hand two plastic water bottles, one full and one empty.

""Reading Poetry" has several aims: primarily, to increase the ways you can become more engaged and curious readers of poetry; to increase your confidence as writers thinking about literary texts; and to provide you with the language for literary description. The course is not designed as a historical survey course but rather as an introductory approach to poetry from various directions -- as public or private utterances; as arranged imaginative shapes; and as psychological worlds, for example. One perspective offered is that poetry offers intellectual, moral and linguistic pleasures as well as difficulties to our private lives as readers and to our public lives as writers. Expect to hear and read poems aloud and to memorize lines; the class format will be group discussion, occasional lecture."

Aims to develop a teaching knowledge of the field through extensive reading and discussion of major works. The reading covers a broad range of topics -- political, economic, social, and cultural -- and represents a variety of historical methods. Students make frequent oral presentations and prepare a 20-page review essay.

This unit challenges students to view history with a critical lens, and to notice how there is always more than one side to a story. The unit begins with the Mayflower and helps students develop an understanding of why so many colonists decided to leave England and travel to the New World. Students will explore the hardships faced by the colonists, both on the ship and once they arrive in the New World, and how the colonists persevered and relied on the geography and environment to meet their needs. Students will then learn about the Wampanoag, the people who were on the land before the Pilgrims arrived. They will learn about what the Wampanoag valued, how they viewed the Pilgrims, and how the arrival of explorers and settlers negatively influenced their tribe. Then students will be pushed to analyze what really happened at the first Thanksgiving, and whose story is being told. Students will realize that the traditional story of the first Thanksgiving contains many myths that don't accurately reflect the Wampanoag and what really happened in 1621.

European history from the fourteenth through the sixteenth century. Consideration of political, social, artistic, and scientific developments during this period of transition to the modern world. Examines the connections between Renaissance Humanism and the Protestant and Catholic reform movements of the sixteenth century. Studies works by Petrarch, Machiavelli, Brunelleschi, Leonardo, Erasmus, More, Luther, and Montaigne. The "Renaissance" as a phenomenon in European history is best understood as a series of social, political, and cultural responses to an intellectual trend which began in Italy in the fourteenth century. This intellectual tendency, known as humanism, or the studia humanitatis, was at the heart of developments in literature, the arts, the sciences, religion, and government for almost three hundred years. In this class, we will highlight the history of humanism, but we will also study religious reformations, high politics, the agrarian world, and European conquest and expansion abroad in the period.

This unit connects with the third grade Social Studies Unit 1, Ancient Rome. In the Social Studies unit, students study and learn about the values and beliefs of the ancient Roman Empire. In this literature unit, students begin to see the role that myths, gods, and storytelling had in ancient Rome by reading a collection on Roman myths. While reading the myths, students will be challenged to think about how the myths illustrate and show the beliefs and customs of the Roman Empire. Students will also be challenged to think what the myths teach about retaliation and generosity.

In reading and writing, this unit focuses on helping readers solidify their understanding of the connection between recounting stories, determining a central message, and using details to explain how the central message is conveyed. Through multiple readings of the same myths, students will be able to analyze and discover the way in which messages are developed. Students will then be pushed to articulate this understanding both orally and in writing. Rereading the same myth multiple times also supports students fluency and vocabulary development.

An exploration of the changing role of the monarchy in British politics and culture, beginning with the accession of the House of Hanover (later Windsor) in 1714. The dynasty has encountered a series of crises, in which the personal and the political have been inextricably combined: for example, George III's mental illness; the scandalous behavior of his son, George IV; Victoria's withdrawal from public life after the death of Prince Albert; the abdication of Edward VIII; and the public antagonism sparked by sympathy for Diana, Princess of Wales. In addition to readings, materials include portraits, news footage, and films.

In recent years teachers and school leaders have begun to have more open and honest discussions about how we teach and learn American history. Many topics labeled as “hard history,” including slavery and segregation, make people feel uncomfortable discussing them, much less teaching about them. Organizations, like Teaching Tolerance and Facing History, have provided numerous resources and professional learning opportunities for educators to collaborate and reflect on their own teaching practices. In that spirit, New American History is collaborating with Field Studio, producers of The Future of America’s Past, to create Learning Resources to engage students in discovering some of the most misunderstood places, where everyday people and significant events have shaped American history.

Examines different types of historical writing: political, social, cultural, demographic, biographical, and comparative. Includes discussion of historical films, fiction, memoirs, and conventional history. Particular attention given to works which have broken new ground in terms of their methodology and approach. Required writing includes brief weekly response papers and a substantial research paper (including proposal, first draft, and final draft), in conjunction with a formal oral presentation. Weekly discussion of readings include periodic student-led discussion and/or presentations. Open to all students, but required of history majors and minors in junior year. This course is designed to acquaint students with a variety of approaches to the past used by historians writing in the twentieth century. The books we read have all made significant contributions to their respective sub-fields and have been selected to give as wide a coverage in both field and methodology as possible in one semester's worth of reading. We examine how historians conceive of their object of study, how they use primary sources as a basis for their accounts, how they structure the narrative and analytic discussion of their topic, and what are the advantages and drawbacks of their various approaches.

Examines the experiences of ordinary Chinese people as they lived through tumultous change in the twentieth-century. Class discussion focuses on personal memoirs and films. Includes comparisons of the People's Republic of China, Taiwan, Hong Kong, and Singapore. 21F.991 is for students pursuing a minor in Chinese; students complete assignments in Chinese.

Intensive reading and analysis of key works in the theory and methods of the social study of science and technology. Aims at understanding the different questions and methods social scientists have posed and used in exploring how social context and norms influence the work of scientists and engineers. Students read studies of science labs, science policy, Internet culture, and science in popular culture.