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20 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 11, The U.S. Since 1975
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Attack on the United States (September 11, 2001)

http://www.choices.edu/curriculum_unit.cfm?id=26

Description: In the tradition of the Choices Education Project's other outstanding material on foreign policy, here is a valuable tool for teaching about the terrorist attack on the U.S. September 11, 2001. Divergent policy alternatives are provided, each driven by different underlying values, each with pros and cons, risks and trade-offs. The Options are not intended as a menu of choices. Rather they are framed in stark terms to highlight very different policy approaches and the values that underlie them. Each Option includes a set of arguments against it designed to help students think carefully about the trade-offs of each. Standards 10.10 general, 11.9.4, 11.9.6, and Government 12.7.8

Author: Choices Educaton Project, Watson Institute for International Studies

Lesson ID: 108

Buffalo War: A Clash of Cultures

http://www.pbs.org/buffalowar/lesson3.html

Description: Using the PBS documentary "Buffalo War," students will discover how cultures living together often come into conflict because they place different values and meaning on items they share such as nature and resources. Explore ways in which conflict may be reduced by developing potential solutions to the conflict based on the commonalities between the cultures. The activity may be done without using the website and other sources other than the documentary Standards 8.12.2 and 11.11.5

Author: James McGrath Morris, West Springfield H.S.

Lesson ID: 167

Cape Cod: Land and People - finding a Balance

http://interactive2.usgs.gov/learningweb/pdf/landpeople/CapeCodst.pdf

Description: Finding a Balance is an environmental study project that allows you and a group of your classmates to consider real environmental dilemmas concerning water use and to provide solutions to these dilemmas. The student packet gives you most of the information you?ll need to answer the Focus Question, information like maps, data, background, a reading about the region, and a description of the ?Interested Parties,? or the various interest groups that have a stake in the outcome of the Focus Question. While you are working on this project, each member of your group will take a role or become one of the interested parties. Your teacher will guide you through a series of discussions, activities, calculations, and labs. At the end of this project, your group will be asked to present and justify a solution to the environmental dilemma. Standard 11.11.5

Author: United States Geological Survey

Lesson ID: 1565

Changing Face of America

http://www.prb.org/Template.cfm?Section=LessonPlans&template=/ContentManagement/ContentDisplay.cfm&ContentID=12944

Description: The United States has always been a nation of immigrants, but in recent years the racial and ethnic composition of the country has begun to change as immigrants have arrived from different areas than in the past. From colonial days, immigrants have shaped our national culture and left their mark on the landscape. But as new groups gain prominence, what changes can we expect? How will the national culture be affected? Students need to understand the implications of changing patterns in immigration at multiple scales (national, state, and local) so that they will be able to participate in informed decision making in the future. Standard 11.11.1

Author: Martha Sharma, Population Reference Bureau

Lesson ID: 1392

Destination America

http://www.pbs.org/destinationamerica/

Description: Explore the five freedoms that immigarnts were seeking in America. Review the timeline of when people came to America and listen to and read interviews from various immigrants both historically and today. Students create a magazine of history for reporting their research. The teacher's guide offers other suggestions to support both the film and the website. Standards 8.12.5, 11.2.2, and 11.11.1

Author: Public Broadcasting System

Lesson ID: 297

Education and the 14th Amendment

http://www.crf-usa.org/bria/bria7_4.htm#education

Description: During the 1970s, a lot of people entered the United States illegally. Many came from Mexico to work for low wages in border states like Texas. The 14th Amendment prohibits any state from denying "to any person within its jurisdiction the equal protection of the laws." The equal protection clause clearly requires that all American citizens must be treated equally by the law. But does the equal protection clause also demand equal treatment for those who are not citizens or who have entered the United States illegally? Perform a moot court activity to argue different interpretations of the 14th Amendment. Standard 11.11.7

Author: Bill of Rights in Action, Constitutional Rights Foundation

Lesson ID: 1366

Everglades: Land and People - Finding a Balance

http://interactive2.usgs.gov/learningweb/teachers/landpeople_teachers_ever.htm

Description: The year is 2010. The National Weather Service has studied the last decade's rainfall rates and the storm patterns over the Atlantic Ocean and has produced an alarming forecast: over the next 5 years, the Everglades region will experience a 30-percent decrease in the amount of rainfall it receives. How will your group respond to this serious decrease in rainfall? Create an action plan that will minimize the damage the long period of dry weather will cause to human and ecological interests. Standard 11.11.5

Author: United States Geological Survey

Lesson ID: 1566

Faith-Based Initiatives: Separation of Church and State

http://www.pbs.org/wnet/religionandethics/teachers/lp_faith.html

Description: The principle of separation of church and state, the guarantee religious freedom and the prevention any one religious group from imposing its beliefs on others, are founding principles in U.S. government. Yet the line between the religious and the secular is often blurred, and conflict often arises between those who want to see more evidence of religious faith in public life and those who want to maintain strict separation. This tension was seen recently in the plan to fund faith-based social and charitable services with federal monies. Explore the complex territory where church and state intersect. Frame your own questions about practices regarding faith-based initiatives and charitable choice, and examine the recent issue of the Ten Commandments monument placed in front of an Alabama courthouse. Standards 11.3.1, 11.11.7, 12.10

Author: Religion and Ethics Newsweekly

Lesson ID: 1560

Global Warming: Early Warning Signs

http://www.climatehotmap.org/curriculum/index.html

Description: Explore the impacts of global climate change on ecosystems and natural resources, on community, and on individuals and society. First, look at the questions "What do we mean by global climate change" and "How does the record of climate compare at local versus global scales" Later activities address the impacts of climate change on natural ecosystems, human health, and economy and personal lifestyle. Standard 11.11.5

Author: Union of Concerned Scientists

Lesson ID: 366

Huddled Masses Still Yearning to Breathe Free

http://www.nytimes.com/learning/teachers/lessons/19990315monday.html?searchpv=learning_lessons

Description: Examine the experience of modern-day immigrants through learning about the personal experiences of a variety of immigrants. Use a New York Times article as a springboard for discussion about the obstacles often encountered by young immigrants coming to the United States in search of a better life, as well as about related immigration issues. Interview someone who has immigrated to the United States or to another country to further explore the modern-day immigrant experience. Standard 11.11.1

Author: Alison Zimbalist, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 543

20 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 11, The U.S. Since 1975
<-- Previous | Next -->

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