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How Has Transportation Changed Since the 1899 Harriman Alaska Expedition?
Students recognize modes of transportation. They research historical data from a variety of primary and secondary sources including the Harriman expedition journals, related web sites, and photographs from the expedition. Students...
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A Neighborhood Expedition
Students plan and conduct an expedition through their neighborhood based on the techniques used by the Harriman Expedition to Alaska in 1899. They research the Harriman expedition on the internet and then create a route and collection...
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What Do We Learn From the Repartiation of Alaska Native Artifacts?
Students observe and evaluate evidence of Alaska Native cultural symbols and artifacts. They research historical data from a variety of primary resources, including the Harriman expedition journals, related web sites, oral accounts,...
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Key Figures of the 1899 Harriman Alaska Expedition
Students gain general knowledge of the goals, route, participants, and significance of the 1899 Harriman Expedition. They link names of glaciers, fiords, mountains, flora and fauna with names of the 1899 Harriman Expedition...
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Harriman and Plant Identification
Young scholars observe and record botanical details from the plant specimens. They identify plants using sorting key and field guide and classify specimens for preservation and display purposes.
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Learning About Location: Charting the Path of the George W. Elder
Learners acquire a working knowledge of the geographical concepts: absolute location, relative location, longitude and latitude. They analyze primary sources that shows the physical and human characteristics of the places along the 1899...
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Assessing and Making Maps
Students evaluate maps using the TODALSIGs basic map analysis system, explained on the worksheet. They create a map of Alaska using TODALSIGs. Students brainstorm the elements of maps.
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Can We Be Both Conservationists and Consumers?
Students explore their role as consumers and conservationists and what roles they play in today's economic climate. They explore resource allocation issues. Students analyze data and draw comparisons between historical and present-day...
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A Fiedl Study of an Integral Species
Students compile baseline population information on a local species. They design and conduct a scientific investigation of a local species. Students interpret, analyze and communicate results based on sound scientific and mathematical...
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"I Never Knew That!"
Incorporating To Kill a Mockingbird by Harper Lee, narrative writing, and friendly letters, this lesson is ideal for any number of units in your classroom. First, read chapter 10 of the novel, noting Scout and Jem's reactions to their...
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Basics Of Foreign Trade And Exchange
Have your scholars read a handout related to the foreign trade market and how there is an exchange of goods. They read the information as a research assignment and make connections as to how the market fits together.
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English Vocabulary Skills: AWL Sublist 3 - Exercise 4c
In this online interactive English vocabulary skills worksheet, high schoolers answer 10 matching questions which require them to fill in the blanks in 10 sentences. Students may submit their answers to be scored.
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Funding "Great" Schools For All in America
Young scholars use research skills and primary sources to complete a equal educational opportunities scavenger hunt activity in pairs. They locate key facts, examples, and information about the inequities in U.S. schools and create...
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The Fight to End "Separate but Equal" in American Schools
Students study the court cases related to Brown v. Board of Education and the "separate but equal" standard established by Plessy v. Ferguson. They create an informational display that can be used to teach others the particulars of the...
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Using High Stakes Testing to Make Students and Schools Accountable for Learning
Students conduct an informal survey about their views on high stakes testing and use basic computation skills to evaluate results as a group. They participate in activities related to high stakes testing and "No Child Left Behind"...
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One Person CAN Make a Difference
Students illustrate how the actions of one person can make a difference. They identify school and community issues to address and complete group projects and action plans for making changes in the school or community.