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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe WPA, Zora Neale Hurston, and the Cross City Turpentine Camp\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars read Zora Neale Hurston's essay \"Turpentine\" and analyze the document using the Document Analysis Worksheet. They determine the author's purpose and point of view and their effects on the text.\n
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Lesson Plan
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\n\"Zora\n\n
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\nCurated OER\n
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\nZora Neale Hurston, the WPA, and the Cross City Turpentine Camp\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners listen to a statement about Zora Neale Hurston's essay, \"Turpentine\" and discuss if they agree or disagree with it. They work in groups to record information supporting their position.\n
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\n\"Could\n\n
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\nCurated OER\n
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\nCould You Make an Oak Basket?\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers listen to an imaginative scenario in which they would need a white oak basket. They evaluate the photographs to determine whether there is enough information to make a basket. They write a brief statement expressing...\n
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\n\"An\n\n
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\nCurated OER\n
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\nAn Investigation of Primary and Secondary Sources Using The Records on Mary McLeod Bethune\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents listen to a summary of the life of Mary Bethune. They read or listen to an excerpt from an interview with Mary Bethune. They discuss the differences between the transcript and the draft of the biography.\n
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\n\"Web\n\n
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\nWeb Wilderness\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders write an expository paper using notes taken during a field trip or a guest speaker.\n
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\n\"Explorers\n\n
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\nExplorers of the Mighty North\n

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\n\nFor Teachers\n\n6th - 7th\n
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\nStudents access the Internet to research the journey made by Rear Admiral Peary and Matthew Alexander Henson to the North Pole. They locate the North Pole on maps and globes. They present oral reports to classmates on their research.\n
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\n\"Ybor\n\n
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\nCurated OER\n
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\nYbor City Historic District\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nLearners analyze the role cigar making played in Ybor City. They examine how cigars are made and the different societies who helped immigrants keep their identify. They compare and contrast their own community to Ybor City.\n
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\n\"Ball\n\n
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\nCurated OER\n
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\nBall in Play\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents conduct weekly research on three to five current events. As a ball is tossed around the room, the student holding the ball presents to the class the who, what, where, when, why, and how details of their selected current event.\n
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\n\"Cotton\n\n
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\nCotton Production and Milling\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents examine cotton production and milling. They compete in a hand-ginning contest to realize how difficult it was to separate the seeds from the fibers of cotton. They discuss why Eli Whitney's cotton gin was an important invention.\n
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\n\"Hebu\n\n
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\nCurated OER\n
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\nHebu Mandari\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents sing \"Hebu Mandari\" by John Parker in this High School Choir lesson. State and National Standards are addressed. The lesson emphasizes student ability to sing Major 3rd and Perfect 5th intervals in the group choral setting.\n
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\n\"Name\n\n
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\nCurated OER\n
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\nName Geneology Essay\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research the meaning of their names and write an essay about their findings.\n
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\n\"Fire\n\n
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\nFire and Fire Suppression\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers explore forest fires and forest service's new stategies. They study a case of natural burn and the impact of lowering the intensity of a larger forest fire.\n
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\n\"Native\n\n
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\nNative Species Restoration and its Impact on Local Populations\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents watch video clips of ecosystems and answer questions relating to them.\n
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\n\"Volcanoes:\n\n
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\nCurated OER\n
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\nVolcanoes: How Safe Are They?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners explore the most dangerous volcanoes on Earth, plot their locations, and research different volcanic hazards.\n
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\n\"Naming\n\n
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\nNaming Roads\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents investigate the aspects of a historic map of roads and trails in the Southeastern United States. They explore reasons for giving roads certain names and decide on names for other roads themselves.\n
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\n\"Possible\n\n
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\nPossible Locations\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents create maps with cutout pieces of paper that represent caverns. They develop a scale for their map and decide where the best location is to live. They discover the importance of map reading skills.\n
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\n\"Scaling\n\n
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\nCurated OER\n
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\nScaling the Map\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars practice determining map distances using the map scales. They discover how much an area represents on the map in relation to the actual area. They decide on the best place to build their cavern.\n
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\n\"Water\n\n
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\nCurated OER\n
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\nWater and Land 207\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nPupils examine maps of different projections, mathematically calculate distortions, and note the advantages and disadvantages of each map. They study the different maps and transfer the map to graph paper.\n
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\n\"Reverse\n\n
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\nReverse Glass \"Painting\"\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine the life and works of John Audubon. They compare and contrast various pieces of art and identify the purposes of stained glass. After observing his art, they create their own stained glass creation using the concepts...\n
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\n\"Keep\n\n
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\nCurated OER\n
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\nKeep Your Lamps\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars practice their singing using the correct posture. Using music, they practice reading it and using the correct rhythm. They are introduced to a Oratorio and stretching exercises to use before beginning a song. They share...\n
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\n\"Geography:\n\n
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\nGeography: Islands and Alcatraz\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents, in groups, create maps of islands including map keys and compass roses. They compare and contrast their island communities with that of the island prison, Alcatraz. Students select from a series of projects, including writing...\n
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\n\"Our\n\n
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\nOur State Road Trip\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents take a virtual tour of the country of China instead of a state. Using the Internet, they examine the differences between a political and physical map and use latitude and longitude to locate specific places. They also research...\n
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Worksheet
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\n\"Arkansas\n\n
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\nCurated OER\n
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\nArkansas\n

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\n\nFor Students\n\n3rd - 5th\n
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\nIn this Arkansas reading comprehension worksheet, students read a 2-page selection regarding the state and they answer 10 true or false questions pertaining to the selection.\n
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\n\"AMACO\n\n
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\nAMACO Gloss Decorating Colors... \"Majolica GDC's\"\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nStudents use different techniques to apply a decorating gloss. In this informative handout, students are introduced to various techniques for applying Gloss Decorating Colors for Bisque and Majolica.\n
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