Discriminant Teacher Resources

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Showing 881 - 900 of 2,965 resources
Fourth graders take an unannounced test (failure is expected) and the top scores are rewarded with candy bars. They compare this test to the literacy tests given before 1960 and votes to candybars. They journal their responses.
Students watch a video that highlights the role of artists' images throughout the history of Black music in the United States and describe the influences of the civil rights movement on Black culture.
Students examine the role music played in African American history and research events of the Civil Rights movement.
Fourth graders explain how California became an agricultural and industrial power. They trace the transformation of the California economy in its political and cultural development since the 1850's.
Students examine the way various inventions have changed their lives. As a class, they create a timeline of the most important inventions during their lifetime and another timeline of how old they were when it was invented. Individually, they use the internet to research one inventor and write their own biography of him or her. To end the lesson, they discuss the positives and negatives of new inventions.
Students participate in a close reading. They examine the text closely for implied and hidden meaning, dissect the story to understand the text as a written craft, and discuss significant details and overall meaning of story. They sharpen summary skills and identify major points of arguments made.
Students examine the genome and discuss the ethical and moral issues surrounding it. In groups, they discover the differences between ethics and morals and discuss where the concepts of good and bad come from in society. After reading an article on cloning, they research how technology has changed the major ethical issues today and write an essay on their findings.
First graders each add a different item to a classroom salad while discussing the connection to a multicultural society. They also create a friendship web with yarn by each of them contributing some unique quality about themselves. They read some literature about cultural awareness and make a collage of themselves.
Students study echolocation and understand how dolphins use it to locate prey, escape predators, and navigate their environment. They view a video, "In the Wild-Dolphins with Robin Williams" and see first hand how dolphins communicate. They participate in answering questions as the assessment portion of the lesson.
Students examine two photographs of a "white" school and a "black" school. They compare the education of an African American to that of a Caucasian American. They describe the conditions for education in each of the schools in the photographs. They analyze the conditions and explain why this could or could not happen today.
Students investigate some the ways art has responded to conflict throughout history. Through teacher lecture and demonstration, students witness the historical background of a piece of artwork and how it reflects the conflict it represents. Students create their own piece of artwork to illustrate what September 11, 2001 meant in terms of US history.
Students examine the major decisions by the Supreme Court when Warren was the Chief Justice. In groups, they research the life and other works of Earl Warren and discuss how ones background can influence decisions. They also examine the two cases of Brown v. Board of Education and those cases affecting criminal procedures.
Students read portions of biographies about human rights activists before participating in a jigsaw activity in which they report out on what they read. They made a timeline of one of the human rights activist's lives. They write a newspaper article from the point of view of the person they researched.
Learners consider the meaning of loyalty. They explore the history of Japanese in the United States. and consider the meaning of citizenship. They create a presentation for the class. It can be a poster, Power Point or other computer-generated presentation.
Young scholars analyze and discuss how propaganda influenced anti-Semitism and it's role in World War II. For this propaganda lesson, students define the terms involved in this assignment. Then they will discuss their reactions to a film and other course related materials and identify the uses of propaganda in furthering anti-Semitic views. After their assignment they will identify propaganda in the media today.
In this probability worksheet, 11th graders calculate what the probability of the color of shirt someone is wearing is. There is a solution key with this problem.
Eighth graders read text and view films about the Kennedy administration. In this preseidential administration lesson, 8th graders interview someone who lived during Sputnik, write summaries of lectures, and create posters demonstrating the effects of the Kennedy administration on U.S. politics
Tenth graders examine how ground beef is processed. In this process and manufacturing lesson, 10th graders recognize control points during beef processing. They will identify the proper temperature during ground beef processing and safe handling procedures.
Students learn about discrimination and the Jim Crow laws. In this discrimination lesson, students are presented with new classroom rules that discriminate against certain types of clothing. Students discuss the effects of the new rules and then read a book about Jim Crow laws.
Many of your class members will have heard of Executive Order 9066 and the Japanese internment camps of World War II. Some may even recognize the terms “Issei” and “Nisei,” but few will have heard of Enemy Alien Hearing Boards, of the Asian Exclusion Act of 1924, and of the anti-Japanese “The Horrors of War,” bubble –gum cards. A link to the Smithsonian website, “A More Perfect Union: Japanese Americans and the U.S. Constitution” provides learners with extraordinary images and audio interviews recounting the removal of over 120,000 Japanese Americans to internment camps. The second in a series of lessons introduced by "A Fence Away From Freedom," rather than following the three-day plan offered here, consider expanding the exercise and assigning different segments of the presentation to groups and having them prepare a presentation for the class. The final discussion could center on the legal and moral implications of these actions.  

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