In this C3 aligned lesson, students will spend time exploring the Bill of Rights from the US Constitution. They will determine what each right guarantees, the reason behind the right being included in the Constitution, and examples of how the right has been protected since the amendment was written. They will demonstrate their learning through playing the icivics.org game, “Do I Have a Right? Bill of Rights edition,” as well as through group presentations.
The C3 aligned lesson examines the topic of segregation and liberty from the Civil War to the present through the study of paired texts: The Gettysburg Address and a lesser known excerpt from Dr. King’s I Have a Dream Speech. In their analysis of these texts, students will create a ‘third text’ of new meanings and understandings about segregation and deepen this knowledge by considering current events related to racial segregation and integration.
Students will discuss segregation over 150 years in America through the reading of excerpts from the Gettysburg Address, I Have a Dream, and some 21st Century segregation texts/ charts.
In this download you will find links to resources for information regarding OK C3 standards and CCSS. These resources include detailed information about CCSS as well as practical resources for Authentic Implementation of OK C3 standards and CCSS.
This CCSS/C3 aligned lesson on the American Civil Rights movement utilizes the Stanford History Education Group (SHEG) strategy of Opening Up the Textbook (OUT). In an OUT lesson, students contest, complicate, expand or vivify historical content in their textbook with primary source documents. This lesson focuses on the role of women in the Civil Rights Movement and their representation in textbook narratives. It utilizes a speech by Fannie Lou Hamer, vice-chair of the Mississippi Freedom Democratic Party (1964) and asks students to survey textbook coverage of the Civil Rights movement in order to critique the textbook narrative. The lesson concludes with students rewriting and redesigning textbook pages to include the voices of prominent women activists.
This CCSS/C3 aligned lesson examines the delicate balance between government secrecy and government transparency and is intended to serve as a supplement to textbook/classroom instruction on the Vietnam & Watergate Era. This lesson focuses on student evaluation of primary source documents related to the Pentagon Papers and utilizes the reading practices of the historian: Sourcing, Contextualizing, Corroboration, and Close Reading.
The Berlin Wall was an enduring symbol of the political and philosophical divides between the United States and the Soviet Union during the Cold War. Begun in 1961 by Soviet forces in East Berlin, the Wall stood for decades, only to suddenly fall during the reforms of perestroika and glasnost of Premier Gorbachev in 1989. President Kennedy and President Reagan both gave historic speeches at the Berlin Wall and these speeches provide insight into US foreign policy during this time. In this ELA/Social Studies lesson, students analyze related Cold War political cartoons, the speeches in both video and textural formats and assess each speech for rhetorical style and effectiveness. To extend the learning, students complete a Finding a Sequence Activity to better understand the context and sequence of Cold War history between the 1960s and 1980s. A variety of assessment options are provided for students to demonstrate their understanding.
This lesson discusses the essential question: “How is the current debate on immigration affecting me, my friends and family?”
The project will allow students to apply the art elements of textures and overlap along with the art principle of emphasis. Students will study and critique the art of Juane Quick-to-see Smith and then construct their own protest poster on http://glogster.com.
How is the concept of “checks and balance” vital to the working of a democratic government? How is the concept of “separation of powers” connected to “checks and balances?”
What can students learn about elections and the electoral process by using the past presidential election of 2008? In what special way was this election historical?
Do you think you can name all of the ways in which the government (city, state, or federal) impacts your life on a daily basis? Students will be surprised to learn of the incredible control that governments have over their daily lives.
Using a non-threatening activity with numbers, students have to “walk” or search through the Constitution for answers, familiarizing themselves with the articles, amendments, branches of government and the Bill of Rights.
How did the economic role of government change from a “laissez-faire” theory, which means allowing industry to be free from government intervention to the “government bailouts” of today’s economy?
This lesson will encourage students to think about the basic questions about government. Students will begin to understand the philosophy of politics and of government.
Explore what is behind the environmental change and what creative solutions are being sought. Students have a unique opportunity to combine statistical analysis and persuasive writing skills as they survey their class and their community, attempting to understand their opinions about global warming.
In this interdisciplinary lesson, students explore earth’s changing landscape as global warming becomes more noticeable every year. Explore what is behind the environmental change and what creative solutions are being sought. Design and build a wind turbine, detailing the process, the advantages and disadvantages, refining the efficiency, and present findings. Explore barriers that slow the effort to change.