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Lesson Plan
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\n\"Dear\n\n
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\nCurated OER\n
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\nDear Miss Florence: Writing Letters To the Boardinghouse for Artists\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nImagine being one of the painters in 1910 at the Lyme Art Colony in Connecticut. Using the Florence Griswold Museum's on-line resources to gather information about the daily life of artists at the boardinghouse, learners write a letter...\n
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PPT
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\n\"Florence\n\n
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\nFlorence Nightingale\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nFlorence Nightingale was known as the \"Lady with the Lamp\" who revolutionized how patients were cared for in hospitals. This presentation provides a glimpse into her life and deeds. Use this as an example of a biographical presentation,...\n
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Graphic
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\n\"Florence\n\n
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\nFlorence Nightingale Fact Cards\n

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\n\nFor Students\n\n6th - 9th\n\nStandards\n
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\nWhen you hear the name Florence Nightingale, what comes to your mind? Wartime nurse? The International Red Cross? Florence Nightingale's many contributions to the Crimean war effort, the welfare of injured soldiers, and the future of...\n
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Activity
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\n\"Every\n\n
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\nEducation World\n
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\nEvery Day Edit - Florence Nightingale\n

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\n\nFor Students\n\n3rd - 8th\n
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\nIn this everyday editing worksheet, students correct grammatical mistakes in a short paragraph about the Florence Nightingale. The errors range from punctuation, capitalization, grammar, and spelling.\n
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Activity3:05
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\n\"CSI:\n\n
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\nMr. Roughton\n
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\nCSI: Florence\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nWho done it? Class groups adopt the role of crime scene investigators and examine exhibits (primary source documents) to determine who attempted to assassinate the members of the Medici dynasty.\n
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PPT
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\n\"Quattrocento\n\n
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\nQuattrocento Italian Art\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nThe Italian Renaissance was a period of great art and architecture. Show your class the achievements that define the Quattrocento period in Italian art and style. This slide show centers around Florence, the architecture, sculpture, and...\n
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Activity
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\n\"Italian\n\n
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\nItalian City-States\n

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\n\nFor Teachers\n\n7th - 10th\n\nStandards\n
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\nCheck out this packet of worksheets involving mapping activities, vocabulary logging, reading and comprehending informational texts, etc., which focuses on Italian city-states during the fourteenth and fifteenth centuries. There are also...\n
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Activity
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\n\"Great\n\n
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\nGreat City-states of the Renaissance\n

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\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
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\nActing as journalists on a team to determine the most influential city-state of Renaissance Italy, your young historians will research, discuss, and compare the rise of Venice, Florence, and Genoa, and their influence in shaping a...\n
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Unit Plan
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\n\"Curriculum\n\n
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\nSimon & Schuster\n
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\nCurriculum Guide to: The Prince by Niccolò Machiavelli\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nA 20-page curriculum guide for Niccolo Machiavelli's The Prince includes five lessons and related worksheets. For background, class members research and create travel brochures for Florence, Italy, in 1500. Next, they analyze...\n
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Lesson Plan
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\n\"Florence\n\n
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\nCurated OER\n
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\nFlorence Nightingale\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents describe the contributions made by Florence Nightingale to the medical profession and to her community. They describe ways that they have helped or could help people in their community. They identify a person in need of...\n
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Lesson Plan
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\n\"Lights!\n\n
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\nCurated OER\n
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\nLights! Cameras! Action!: Creating a Drama About the Lyme Art Colony\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nDiscuss the lives of artists in the Lyme Art Colony in the 1900s with this resource. Young historians write and perform a short scene depicting individuals who lived in the Griswold boardinghouse, used by the colony artists. They use the...\n
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Activity
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\n\"Water\n\n
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\nExploratorium\n
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\nWater Sphere Lens\n

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\n\nFor Teachers\n\n4th - 7th\n
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\nWith a Florence flask or fishbowl, make a double convex lens and use it to examine an image. Because of the refraction, the image will be inverted. A simple explanation is provided here for you to share with your class as they...\n
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Instructional Video0:58
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\n\"Women's\n\n
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\nNational Woman's History Museum\n
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\nWomen's History Minute: Flight\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nYou know Amelia Earhart and Sally Ride, but few recall the contributions of Harriet Quimby, Bessie Coleman, Florence Lowe Barnes, and Jacqueline Cochran to the history of flight. A short video introduces viewers to these high-flying women.\n
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PPT
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\n\"Mid-19c\n\n
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\nMid-19c European Nationalism\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nAn extensive review of European dynamics in the mid-to-late 19th century, this presentation clearly outlines the steps taken to unify Italy as well as Germany, and all the implications and effects therein. The slides set a strong context...\n
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PPT
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\n\"The\n\n
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\nCurated OER\n
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\nThe Progressive Movement\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nWhile the Progressives never formed a political party they did develop an ideology. Provide viewers with an interesting, yet challenging presentation on the Progressive Movement that introduces key individuals and highlights key events...\n
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PPT
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\n\"Famous\n\n
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\nCurated OER\n
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\nFamous People in History\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nThis is an introduction intended for grades 6-8 that focuses on famous people. It begins by asking learners to think about what makes a person famous. It shows various individuals in recent decades that have been considered famous, then...\n
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Lesson Plan
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\n\"What\n\n
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\nCurated OER\n
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\nWhat do Lenses Do?\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents learn to differentiate between different types of lenses. In this lens lesson, students discover how lenses are different and why a specific lens should be used. Students understand how to find the focal point of a lens....\n
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Instructional Video3:19
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\nThe Many Meanings of Michelangelo's Statue of David\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nInvite your learners to consider how the context of an artwork can alter its meaning and interpretation throughout its history by examining the intriguing history behind Michelangelo's statue of David. The video discusses...\n
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Interactive
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\n\"Whom,\n\n
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\nWhom, Whose, and Who's\n

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\n\nFor Students\n\n7th - 9th\n
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\nIn this whom, whose, and who's activity, student choose the correct form to fit sentences in a paragraph about Florence Nightingale.\n
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Interactive
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\n\"SAT\n\n
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\nCurated OER\n
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\nSAT Reading Comprehension Practice Test 03\n

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\n\nFor Students\n\n10th - 12th\n
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\nIn this reading comprehension worksheet, students read a passage taken from a biography of Florence Nightingale.  Students have 10 minutes to answer 7 reading comprehension questions in this SAT practice worksheet.\n
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Lesson Plan
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\n\"Sami\n\n
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\nSami and the Time of Troubles\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung scholars read Florence Parry Heide and Judith Heide Gilliland's, Sami and the Time of Troubles before discussing it as a class. They brainstorm ideas for a letter to the main character, Sami. Next, they write a rough draft of a...\n
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\n\"Telling\n\n
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\nTelling Fact from Fiction\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents explore fact and fiction. In this reading skills instructional activity, students complete a jigsaw reading activity (the reading material is not included) about Robin Hood, Sherlock Holmes, and Florence Nightingale.\n
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Lesson Plan
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\nThe Grapes of Wrath: KWHL Strategy\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nBefore beginning The Grapes of Wrath, readers create a KWHL chart recording what they already know about the Dust Bowl, the author, and the book, what they want to know, and where they might find answers to these questions. After reading...\n
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AP Test Prep
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\n\"2011\n\n
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\n2011 AP® English Language and Composition Free-Response Questions\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nMammals can be carnivores, omnivores, and herbivores, but what about locavores? A set of free-response questions from the 2011 AP® English Language and Composition exam introduces test-takers to the term, which describes people who try...\n
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