Through most of U.S. history, women had limited access to educational programs …
Through most of U.S. history, women had limited access to educational programs and extracurricular activities. Most women were excluded from elite academic institutions, and those schools that accepted female applicants required them to have higher test scores and grades than their male counterparts. In the 1960s and 1970s, civil rights activists advocated for federal enforcement of equal opportunities for male and female students. In response, Congress enacted Title IX of the Education Amendments of 1972. This unit asks students to consider the scope and application of Title IX through the examination of statutory text, federal regulations, enforcement policies, and court decisions. Students are guided to confront questions about how the provisions of Title IX ensure nondiscrimination on the basis of gender, and to think about what sex equality means across different contexts.
This unit contains 5 lessons: Lesson 1: Conceptualizing Equality and Non-Discrimination Lesson 2: Analyzing Title IX and Athletics Lesson 3: Applying Title IX Beyond Sports Lesson 4: Applying Title IX Lesson 5: Reshaping Title IX
Using their new skills in deconstructing advertisements, students will look at advertisements …
Using their new skills in deconstructing advertisements, students will look at advertisements through the lens of gender. Students will be encouraged to critically analyze the cultural stereotypes for men and women. Students will deconstruct advertisements based on gender representation.Rationale: Students will begin to see how believing in stereotypes can lead towards a negative self image for men and women. This is Part 4 of a 5 part Unit: Media Manipulation: What Are They Really Saying?
" This course gives an introduction to German language and culture. The …
" This course gives an introduction to German language and culture. The focus is on acquisition of vocabulary and grammatical concepts through active communication. Audio, video, and printed materials provide direct exposure to authentic German language and culture. A self-paced language lab program is fully coordinated with the textbook/workbook. The first semester covers the development of effective basic communication skills."
This course expands skills in speaking, reading, listening, and writing. Students develop …
This course expands skills in speaking, reading, listening, and writing. Students develop analytic and interpretative skills through the reading of a full-length drama as well as short prose and poetry (Biermann, Brecht, DĚ_rrenmatt, Tawada and others) and through media selections on contemporary issues in German-speaking cultures. Coursework includes discussions and compositions based on these texts, and review of grammar and development of vocabulary-building strategies. It is recommended for students with two years of high school German.
Expansion of basic communication skills and further development of linguistic competency. Review …
Expansion of basic communication skills and further development of linguistic competency. Review and completion of basic grammar, building of vocabulary, and practice in writing short essays. Reading of short literary texts. Exposure to history and culture of German-speaking countries through audio, video, and Web materials. In this course students are exposed to history and culture of German-speaking countries through audio, video, and Web materials. It focuses on the expansion of basic communication skills and further development of linguistic competency, and includes the review and completion of basic grammar, building of vocabulary, and practice in writing short essays. Students will also read short literary texts.
The books selected for this list complement articles in the issue of …
The books selected for this list complement articles in the issue of Beyond Weather and the Water Cycle that introduce the concepts of water availability and of extreme weather conditions. In nonfiction and fiction, the books for Grades K-5 emphasize that freshwater is a limited resource and explain how and why extreme weather events occur.
Opening A: I can identify a keyword for the consonant digraph "sh." …
Opening A: I can identify a keyword for the consonant digraph "sh." I can act out the events from the Letter Story: "sh." (RF.1.3) I can look at each consonant and say its sound. Opening B: I can follow along in a shared text (tongue twister/poem) (RF.K.1) and search for digraphs. (RF.K.3) I can point to the first word in a sentence. I can point to the last word in a sentence. I can point to words in a text. I can move my finger under words as I read them on a page, left to right and top to bottom. Work Time A: I can identify a keyword for the consonant digraph "th." I can act out the events from the Letter Story: "th." (RF.1.3) I can look at each consonant and say its sound. Work Time B: I can follow along in a shared text (tongue twister/poem) (RF.K.1) and search for digraphs. (RF.1.3) I can point to the first word in a sentence. I can point to the last word in a sentence. I can point to words in a text. I can move my finger under words as I read them on a page, left to right and top to bottom. I can look at each consonant and say its sound.
Students will read through chapter 12 of The Giver where they find …
Students will read through chapter 12 of The Giver where they find that the people in The Giver got rid of the ability to see color. First students will look at a variety of colors and determine what emotions the colors make them feel. Then they will each write about a color without giving the name of the color; the students in the class will need to guess the color. After that assignment, students will analyze how colors affect behaviors and emotions and critically determine why the people in the that world decided to make everyone see in black and white. Students will end the lesson answering the question "Why do you think we have color in our world?"
After students learn how jobs are selected in The Giver, they will …
After students learn how jobs are selected in The Giver, they will critically analyze if they would like that process from themselves. Then they will observe classmates to determine an appropriate job for them. Once students receive their jobs for their classmates, they will reflect on the process.
After students have read through The Giver, they will learn about symbolism …
After students have read through The Giver, they will learn about symbolism and find the ways the author used symbolism throughout the book. After they complete a chart on symbolism, they will create a symbol that describes themselves. They will present their symbol project through Voicethread.com.
Before students read The Giver, students will be given the opportunity to …
Before students read The Giver, students will be given the opportunity to create their own Utopian community. First they will learn what Utopia means. Then they will work in groups in a Wiki or through google docs to create their community. They will end the lesson by reading accounts of others who actually tried creating Utopian communities and write a paper on the communities.
Module 1: Students will read informational text about famous foods from different …
Module 1: Students will read informational text about famous foods from different countries. They will also start on their independent informational writing- to describe a favorite (ethnic) food. Please note that this particular Roadmap is a self-directed, project-based extension to a curriculum arc focused on the notion of food as central to our culture.
The Glyfada Method is a formula to help students write essays by …
The Glyfada Method is a formula to help students write essays by focusing on the most difficult part of an assignment: getting started. This method helps the writer discover what their main points are and what they have to say about each main point.
There is often a lot of confusion on when to use good …
There is often a lot of confusion on when to use good vs well. This lesson will clear up the confusion! Students will watch a youtube video on this, play a game, and end the lesson with a writing assignment where they will show their mastery of the concept.
The Google Lit Trips project is the flagship project of GLT Global …
The Google Lit Trips project is the flagship project of GLT Global ED, a 501c)(3) educational nonprofit not affiliated or sponsored by Google.
The essence of the Google Lit Trips project is the use of Google Earth to create immersive 3D literary field trips where students virtually become traveling companions with characters in stories commonly taught in grades kindergarten through high school.
Google Lit Trips is an internationally-acclaimed educational technology project, recognized by such prestigious organizations as: The Tech Museum of Innovation Laureate Awards; The Goldman Sachs Foundation Prizes for Excellence in International Education; The CUE LeRoy Finkel Fellowship; Public Radio International; American Library Association; School Library Journal; International Society for Technology and Education; National Council of Teachers of English; Teacher Librarian, the Journal for School Library Professionals and many others.
This lesson will show how students write personal narratives and then tie …
This lesson will show how students write personal narratives and then tie them into Google Tours.ow to use Google Tours to engage students while writing stories about their past.
This unit serves as a foundation for understanding the way in which …
This unit serves as a foundation for understanding the way in which the American government was formed and the way it is structured. The unit has three main sections. In the first section, students learn about the functions of government, the three main branches of government, and how the branches work together to meet the ever-changing needs of our country. In this section students will be challenged to think about how government is useful to its citizens and about the key powers of each branch. In the second section, students explore elections and how people become elected officials. Students also explore the women's suffrage movement, why women couldn't vote before 1920, and what changes brought about women's suffrage in the United States. Finally, in the third section, students read biographies of a few courageous individuals who overcame racism, sexism, and hardships to prove that they deserved a spot in government and that they would do whatever it takes to fight for and push for change. During this final section, students will be challenged to think about how the actions of others can inspire us to drive for change, especially in the current political climate.
This unit expands on the work done in units 1 and 2 to build reading skills. Students will continue to develop their skills as critical consumers of a text by annotating for main idea and details that support the main idea of a text, summarizing sections of a text, explaining the connection between ideas and concepts, interpreting information presented through different text features, and describing the structure of different paragraphs. In this unit students will also be challenged to think about how an author uses evidence and reasoning to support particular points or ideas in a text. They will also be challenged to integrate information from one text with information they learn in another text about the same topic.
In Module 10.1, students engage with literature and nonfiction texts and explore …
In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
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