This lesson is for 2, 50 minute, class periods. Students will begin research on a country of their choice and begin to explore how that country demonstrates patriotism and analyze the lyrics of that country's national anthem. Students will work to determine the meaning of the lyrics and think about why countries have a national anthem. By analyzing the lyrics of the coutry's anthem, the student will have to infer how that leads to patriotism in that given country. This lesson was developed by Megon Mancini as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

This template should be used in a manner similar to a SWOT (strengths, weaknesses, opportunities, threats) analysis in project management. This template will allow the project group to analyze different areas that are critical to the success of their activity completion. Students will have an opportunity to make real world connections, use technology and collaborate in order to complete the project objectives.

Students examine the coexistence of different religions within various countries by chronicling the evolution and nature of those religions throughout history. They then synthesize their findings by designing a creative work that captures the presence of the religions in each of the countries.

This is the first lesson in Unit 3. However, students began their research for the performance task in Unit 2, Lessons 18 and 19. Students are work on finishing their research and begin planning their free verse narrative poem.

In this lesson, students draft their “Inside Out” poems as the mid-unit assessment.

In this lesson, students peer critique the first drafts of their “Inside Out” and “Back Again” poems using the Stars and Steps process. Students then use this feedback to revise their poems.

Students read about what it"™s like to be a Muslim teenager growing up in America at this moment, then consider ideas for countering stereotypes and Islamophobia. Lessons include guided informational readings, research and writing suggestions, videos, and resources to continue the discussion.

Students learn about life in Babylonia through the lens of Hammurabi's Code. This lesson is designed to extend world history curricula on Mesopotamia and to give students a more in-depth view of life in Babylonia during the time of Hammurabi.

The focus of this lesson is on the use of hieroglyphs as a form of communication, record keeping, and as a means for preserving and passing down history. Students will learn basic information about the alphabet, common Egyptian words, and how to read hieroglyphic messages. Students will also practice using hieroglyphs to create messages of their own.

In this lesson, students work, in groups or individually, to research the life and ideas of a person involved in the development of a scientific theory which faced opposition from the society in which it was developed.

In this lesson, students will prepare a presentation defending their opinion about whether money should be spent on additional space exploration using the Hubble or a similar telescope or whether it should be used for immediate research needs on Earth. Students will research at least five discoveries that have been made using the Hubble telescope.

Students will discuss the advantages and disadvantages of using underwater robots in scientific explorations and be able to describe and contrast at least three types of underwater robots. Students will work collaboratively and conduct research to learn more about underwater robots and prepare and present a brief oral report of the capabilities of their assigned robot. As a culminating assessment activity, students will decide which robots would be best suited to a mission when read a description of the mission.

This lesson will use the "infinite variety" of resources on the Internet to let students find their own image of Othello. The lesson will take them on a WebQuest, first to textual references, and then to on-line searches for images of Othello in film, play productions, and art. Then, students will write an essay about the casting of Othello to conclude the lesson.

Students will be introduced to the Industrial Revolution's problem of child labor. Students will be able to describe advances in machinery during the Industrial Revolution. Students will identify reasons for the use of child laborers during the Industrial Revolution and describe how child laborers lived during the Industrial Revolution. Some of the YouTube links are dead, but the images are included in the pdf.

After studying elements of the Industrial Revolution, students will conduct an independent or collaborative research assignment related to the Industrial Revolution.

After studying elements of the Industrial Revolution, students will conduct a collaborative research assignment related to the Industrial Revolution.

In this lesson, students work on narrowing a topic for an expository writing piece, conducting research, and creating source cards.

In this lesson, students explore, examine, and evaluate information for a research topic, and develop an organizational pattern for writing.

This resource is a collection of discussion questions and resoures to supplement Sounder by William H. Armstrong.

Drawing on the 'Character Stories' section of this Web site, students perform a role playing exercise to examine the motives, beliefs and values of the men and women who made Athens the center of the Greek world. The "Site Index" link on this page will provide more relevant links for each character: http://www.pbs.org/empires/thegreeks/htmlver/ The video references to the documentary are not necessary.