This lesson is an examination of Executive Order 9066. By using several forms of media, students will grasp a full understanding of the causes and impacts of Executive Order 9066. Students will compare to past and current events to demonstrate a global understanding of historical events current events our nation encounters.
Students will use major events during the late 19th century to decide what a presidential candidate’s platform should be in order to improve the country at that time.
Students will identify ways in which the U.S. Constitution addresses specific grievances enumerated in the Declaration of Independence.
Students will work collaboratively in a variety of stations using maps of Europe and North America to practice their map skills. They will apply their knowledge about data to create graphs.
: Students will analyze primary sources, images, and speeches to form opinions about causal relationships and compare and contrast those opinions with historical documents.
As students rotate through learning stations, they analyze the Magna Carta, Mayflower Compact, and the English Bill of Rights. Students interpret the historical documents and draw conclusions as to how these docuemnts have influenced the U.S. system of government.
Students will correlate current events to constitutional grievances and create modern solutions.
Students will identify and analyze the constitutional principle of federalism and the major role it played in the Civil War in regards to the United States government.
This lesson is a comparison between the Bill of Rights from the United States and the Bill of Rights from Texas. By the end of the lesson, students will have an opportunity to discover how the understanding of the two constitutions can give them a brighter future, being more confident in their rights as citizens. Students will have the opportunity to collaborate with their peers and generate conversations guiding them to deepen their thinking about both constitutions.
Students will create a bar graph representing data about China, Japan, North Korea, South Korea, India, and the United States using information from a data bank. The data bank includes information on population, population density, gross domestic product, literacy rates, annual salary, infant mortality, and land area. Then, students will examine a light pollution map to make connections between the data presented and the bar graphs.
Given background information, students will be able to identify economic, social, and political issues surrounding the Gilded Age. Students will identify significant historical figures associated with the Gilded Age.
Given background information, students will identify the social and economic impact of World War II on the American home front, such as the Great Depression, rationing, and increased opportunity for women and minority employment.
After analyzing primary and secondary resources about the child labor, the students should be able to draw conclusions about the need to reform child labor practices.
Students will describe how Upton Sinclair's The Jungle reflected issues of the Progressive Era.
In this activity, students travel virtually to 25 different states from Alabama to Missouri. While on their journey students explore geography, learn state capitals and interesting facts along the way.
In this activity, students combine psychomotor skills and geography as they travel from Montana to Wyoming. As students travel from state to state, they learn regional facts and state capitals.
In this video segment from Nature, we learn that dogs were the first creatures to be domesticated. Ancient people thought of dogs as creatures of magic and as spiritual guardians. Dogs were often sacrificed and buried with people to protect them with their magical powers.
AP® Microeconomics covers the scope and sequence requirements of a typical one-semester college-Microeconomics course. The text provides comprehensive coverage of economic principles, research, and impacts. AP® Microeconomics has been designed to meet and exceed the requirements of the College Board’s AP® Microeconomics Framework, while allowing significant flexibility for instructors.
Each section of the book also includes sections on AP® test preparation. Content requirements for AP® Microeconomics are prescribed in the College Board Publication Advanced Placement Course in Microeconomics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter118/ch118b.html#118.13).
This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.
AP® Macroeconomics is designed to meet the scope and sequence requirements of a typical one-semester Macroeconomics course. The text provides comprehensive coverage of economic principles, research, and impacts. AP® Macroeconomics has been designed to meet and exceed the requirements of the College Board’s AP® Macroeconomics Framework, while allowing significant flexibility for instructors.
Each section of the book also includes sections and assessments that aid in AP® test preparation. Content requirements for AP® Macroeconomics are prescribed by the College Board Publication: Advanced Placement Course in Macroeconomics.
This open-education-resource instructional material by TEA is licensed under a Creative Commons Attribution 4.0 International Public License in accordance with Chapter 31 of the Texas Education Code.
Students will examine several items related to the First Amendment and respond to the teacher-created questions. Student groups will present their conclusions to the class.