Helping Bereaved Children: 20 Activities for Processing GriefCopyrighted Article Re-Posted with Permission from authors Brad A. Imhoff, Kaela Vance and Amberle Quackenbush of Ohio University Presented to the 2012 All Ohio Counselors Conference in Columbus, Ohiohttp://www.allohiocc.org/Resources/Documents/AOCC%202012%20Session%2062.pdf

Students will learn about helping and main verbs through videos and a website. They will memorize the 23 helping verbs through the "Jingle Bells" tune. To practice identifying helping verbs, they have the opportunity to play games. They will end the lesson by writing a story as a group that contains helping and main verbs.

This is course material published for a secondary Math 1 course. Authors of this work are: Scott Hendrickson, Joleigh Honey, Barbara Kuehl, Travis Lemon, Janet Sutorius and updated from the original work in 2013 in partnership with the Utah State Office of Education.

Students see that geometric shapes can be found in all sorts of structures as they explore the history of the Roman Empire with a focus on how engineers 2000 years ago laid the groundwork for many structures seen today. Through a short online video, brief lecture material and their own online research directed by worksheet questions, students discover how the Romans invented a structure known today as the Roman arch that enabled them to build architecture never before seen by humankind, including the amazing aqueducts. Students calculate the slope and its total drop and angle over its entire distance for an example aqueduct. Completing this lesson prepares students for the associated activity in which teams build and test model aqueducts that meet specific constraints. This lesson serves as an introduction to many other geometry—and engineering-related lessons—including statics and trusses, scale modeling, and trigonometry.

Holiday Arts!Lessons Submitted byCathy Harrington, Marilyn Stadler and Donna WilliamsLearning Opportunities:In the USA one thing is certain—Americans love to celebrate their holidays! Decorating homes and communities, serving tables laden with holiday food and enjoying family/community activities all play a big role in celebrating the traditions, cultures and heritages that make up this great country

Students will learn what homophones are, look at some commonly used homophones and then practice a few examples.

Investigate the progression of communist expansion immediately following World War II.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

This is a lesson plan to celebrate the life of Marting Luther King Jr. and apply his concept of citizenship to the student's own life.

3rd grade social studies lesson about the trade relationship between indigenous peoples and Europeans.

4 – C1.0.2 - Describe the purposes of government as identified in the Preamble of the United States Constitution.
4 – C5 .0 .3 - Describe ways citizens can work together to promote the values and principles of American democracy.
4 – C1.0.1 - Identify questions political scientists ask in examining the United States.
(e.g., What does government do? What are the roles of the citizen in American democracy?)
4 – H3.0.1 - Use historical inquiry questions to investigate the development of Michigan’s major economic activities from statehood to present.
(e.g., What happened? When? Who was involved? What is its significance?)
4 – G1.0.1 - Identify questions geographers ask in examining the United States
(e.g., Where it is? What is it like there? Why is it there? How is it connected to other places?)
4 – E1.0.1 - Identify a good or service produced in the United States and apply the three economic questions all economies must address.

The instructional resources cover attributes of different quadrilaterals with practice categorizing and drawing them.

8 – U4.1.3 Challenge of political conflict – Examine the origins and intentions of early American political parties, including how they emerged, who participated, and what influenced their ideologies.

8 – U4.1.4 Establishing a National Judiciary and Its Power – Use Marbury v. Madison to explain the development of the power of the Supreme Court through the doctrine of judicial review.

8 – U5.3.3 Describe the new role of African Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan. (C2, C5, G10)
8 – U5.3.4 Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.

8 – U5.2.4 Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples.

8 – U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. (G14)

7– W3.1.1 Describe the characteristics that classical civilizations share (e.g., institutions, cultural styles, systems of thought that influenced neighboring peoples and have endured for several centuries).
7 – W3.1.2 Using historic and modern maps, locate three major empires of this era, describe their geographic characteristics including physical features and climates, and propose a generalization about the relationship between geographic characteristics and the development of early empires. (G)
7– W3.1.3 Compare and contrast the defining characteristics of a city-state, civilization, and empire. (C)
7 – W3.1.4 Assess the importance of Greek ideas about democracy and citizenship in the development of Western political thought and institutions. (C)
7 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations. (G)
7 – W3.1.6 Use historic and modern maps to locate and describe trade networks among empires in the classical era. (G)
7 – W3.1.7 Use a case study to describe how trade integrated cultures and influenced the economy within empires (e.g., Assyrian and Persian trade networks or networks of Egypt and Nubia/Kush; or Phoenician and Greek networks). (G, E)
7 – W3.1.8 Describe the role of state authority, military power, taxation systems, and institutions of coerced labor, including slavery, in building and maintaining empires (e.g., Han Empire, Mauryan Empire, Egypt, Greek city-states and the Roman Empire). (C)
7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.
7 – W3.1.10 Create a timeline that illustrates the rise and fall of classical empires during the classical period.
7 – W3.1.11 Explain the role of economics in shaping the development of classical civilizations and empires (e.g., trade routes and their significance, supply and demand for products). (E)
7 – W3.2.1 Identify and describe the beliefs of the six major world religions.
7 – W3.2.2 Locate the geographical center of major religions and map the spread through the 3rd century C.E./A.D. (G)
7 – W4.1.1 Crisis in the Classical World -- Analyze the environmental, economic and political crisis in the classical world that led to the collapse of classical empires and the consolidation of Byzantium. (C. G, E)
7 – W4.1.2 World Religions -- Using historical documents and historical and current maps, analyze the spread and interactions of major world religions from 300-1500 C.E. (G)
7 – W4.1.3 Trade Networks and Contacts – Analyze the development, interdependence, specialization, and importance of interregional trading systems both within and between societies including
• land-based routes across the Sahara, Eurasia and Europe
• water-based routes across Indian Ocean, Persian Gulf, South China Sea, Red and Mediterranean Seas (G)
7 – G1.2.1 Explain why maps of the same place may vary as a result of new knowledge and/or advances in science and technology.
7 – G4.4.1 Identify and explain factors that contribute to conflict and cooperation between and among cultural groups (e.g., natural resources, power, culture, wealth).
7 – G4.4.2 Describe examples of cooperation and conflict within the era understudy
7 – C1.1.1 Compare and contrast principles and competing ideas about the purposes of government in historical societies.
7 – C1.1.2 Examine what it has meant to be a citizen in the era under study.
7 – C3.6.2 Compare and contrast various forms of government in the eras under study.
7 – C4.3.1 Explain how governmental systems addressed issues and formed policies throughout history and how those policies may not be consistent with our views on similar issues today.
7 – C4.3.2 Analyze the impact of laws and treaties on the maintenance of order in the eras under study.
7 – E2.3.1 Explain how governments during the eras under study made decisions that impacted the economy of that society and other societies.
7 – E3.1.1Explain some of the economic, social and political factors influencing the movement of people among regions during the eras under study.

This lesson is intended for teach students the basics of motion: constant velocity. Students will gain an understanding of position, velocity, speed, distance, and displacement after completing this. This lesson took two hour long class periods for 10th grade introductory physics students to complete. The lesson would also be appropriate for upper middle school depending on the required standards.