Cardboard History Challenge is an example of how students can use design thinking and maker principles to demonstrate their learning about an artifact related to a historical site, person, or event. The example has a scattering of artifact prompts from throughout history, so you will probably want to make a copy and revise this resource to better fit your curriculum or unit. There are three segments to the activity. First, groups of students make artifacts related to a prompt. Second, a groups of students, taking on the role of historians, present about the artifact created by another group. Third, the class debriefs.

 Advertisements can present a biased cultural representation that can affect our perceptions of others.  For example, a television show may show commercials with some groups of people more than others. A magazine may have advertisements and articles representing a certain type of people in a way that reinforces stereotypes.  Students need to be taught to recognize the culture that is being represented in the media they consume as well as the cultures that are absent from the same media.This is Part 5 of a 5 Part Unit: Media Manipulation: What Are They Really Saying?

Our team of experts is excited to share with you their favorite tips and tricks about how to access and use Census Bureau Data.

So we created the Data Gems: a series of "how-to" videos available for data users who are looking for an easy and quick way to enhance their knowledge of Census data.

They will introduce you to various concepts and techniques to improve your ability to navigate our website and use our data-access tools.

We hope you find these Gems valuable! Drop us a line at census.academy@census.gov and let us know what you think!

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.

7 – W1.1.1 Explain how and when human communities populated major regions of the world and adapted to a variety of environments. (G)
7 – W1.1.2 Explain what archaeologists have learned about Paleolithic and Neolithic societies.
7 – W1.2.1 Describe the transition from hunter gatherers to sedentary agriculture (domestication of plants and animals).
7 – W1.2.2 Explain the importance of the natural environment in the development of agricultural settlements in different locations.
7 – W1.2.3 Explain the impact of the Agricultural Revolution (stable food supply, surplus, population growth, trade, division of labor, development of settlements). (G)
7 – C3.6.2 Compare and contrast various forms of government in the eras under study. (Introduced and integrated to a point, yet might not be explicitly taught.)

The unit is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling question, What is unique about living in Washington? Through this question students will understand where and why people live in Washington State. Students will dive into the regions of Washington State and define it through many characteristics. Students will ultimately choose a region to become an expert on and communicate what makes that region unique. Each student’s performance task product will reflect choice and build upon student strengths according to their skill set.

This is a BlendSpace lesson on the persuasive appeals - ethos, logos, and pathos. It involves note-taking, an understanding check quiz, and an application assignment in which students analyze a commercial or print ad for its use of ethos, logos, and pathos.

This project is meant to be a flexible way for students to research Michigan with student choice and voice. Feel free to modify it to suit your students' needs.

UMCDC 3rd Grade MiOpenBook Chapter 4 History "How did the movement of people impact the early history of Michigan?" (20-21)

The unit has two parts. In each, students dive into inquiry to answer the compelling questions:

1. Who are some of our closest tribal neighbors, and what have they been their lifeways since time immemorial?
2. Why do people explore, and how does this lead to expansion?

Part 1 is focused on the examination of the northwest and some of the original inhabitants. Through these questions students will learn about the culture of some of their closest tribal neighbors, the Spokane Indians. The final project for Part 1 is a cultural investigation display, in which students will show what they know about the culture of the Spokane Tribe.

In Part 2, Students will also learn about forces that brought change to the northwest: fur trade era and exploration. Students will ultimately learn about the Corps of Discovery and the Oregon Trail and know the impact each had on the west. Students will finish Part 2 with a timeline activity that will reflect choice and build upon student strengths according to their skill set.

Finally, a lesson on a Tribe of the Columbia Plateau is offered as an extension, but it is strongly recommended that students get to experience this lesson.

Note that the emphasis here is on the Spokane Tribe as one of our closest tribal neighbors. In no way is this an exhaustive study nor should the tribal cultures be generalized to other tribes of the region. We understand that each tribe in our region and North America was and continues to be unique in its culture, practices, lifeways, and traditions.

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 – W3.1.5 Describe major achievements from Indian, Chinese, Mediterranean, African, and Southwest and Central Asian civilizations. (G)
7 – W3.1.9 Describe the significance of legal codes, belief systems, written languages and communications in the development of large regional empires.
7 – W3.1.11 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)