In this lesson students will read to understand how Black and Brown men are currently incarcerated in America at a much higher level than any other demographic. Students will evaluate the relationship between slavery and the current criminal-justice system. They will close read two anchor texts from the New York Times 's 1619 Project, i.e., an excerpt from the article “Slavery Gave America…” and an excerpt from the article "The Idea of America." Using these texts, other visuals, and a video as their background knowledge resource bank, students will write to make and support a claim about mass incarceration and the ways in which this practice, much like slavery, significantly conflicts with America’s foundational ideas such as “all men are created equal.”

This lesson unit is intended to help teachers assess how well students are able to: recognize the differences between equations and identities; substitute numbers into algebraic statements in order to test their validity in special cases; resist common errors when manipulating expressions such as 2(x Đ 3) = 2x Đ 3; (x + 3)_ = x_ + 3_; and carry out correct algebraic manipulations. It also aims to encourage discussion on some common misconceptions about algebra.

Western Mining History presents a short history of stagecoach travel from the frontier west during the gold and silver rush. The resources shows Historical|Photographs of stagecoach travel. Western Mining History is an historical site that provides databases, information on mining, mining towns, gold and Photos and maps of the western United States. Consider becoming a member or making a donation to help further the work of the site.

Assignment #1 Student-led discussion of articles from the literature
We assign one or two groups of two or three students to each of four or four or five topics related to climate change, and provide each group a set of related articles from the literature on their assigned topic. The group will lead a one-hour, in-class discussion on the topic, with up to a dozen students and one instructor in each discussion. In preparation for the discussion, the discussion co-leaders must collectively write a set of "Reading Questions" about each assigned article, which help readers focus on the key points made by the articles and can serve as points of discussion. The other students participating in the discussion must read the articles with the aid of these Reading Questions and annotate the portions of the articles that address the Reading Questions. We (instructors) evaluate the Reading Questions written by the co-leaders (they receive a shared grade for these), and we also check the annotated articles turned in by the other discussion participants to ensure that they prepared to participate in the discussion (they receive individual grades this). Discussion co-leaders each receive a grade for the quality of their discussion leadership.

The purpose of this assignment is in part to help students prepare for their final writing assignment by requiring that they read a set of articles closely enough to help other students discuss and understand the key points, and get feedback about their level of understanding, up to a month before the final paper on the topic is due. The immediate outcome that we expect from this assignment is a demonstration that students can read the assigned articles critically, identify and articulate the key points, and help engage other students in a discussion about the articles, including conceptually important or difficult aspects of them.
Assignment #2: Final writing assignment

For this assignment, which follows from the previous one, students are asked to:

locate two or more significant additional articles that relate closely to the articles on which they based the discussion that they co-led; and
write a 8-12 page (typed, double spaced) overview of the history and current state of our scientific understanding about the topic(s) covered by the set of discussion articles, based on the articles themselves plus relevant material presented in class or in assigned reading. In particular, wherever justified by the source material, students should try to include the following in the narrative:

initial observations/evidence;
initial hypotheses posed to account for initial observations/evidence (including external forcings and feedbacks);
subsequent observations/evidence that have confirmed or disproved earlier hypotheses;
technology that made making observations/gathering evidence possible and led to breakthroughs in understanding;
scientific controversies and how they played out historically or are currently playing out;
current understanding and remaining uncertainties.

The outcome should be a written demonstration of the student's ability to analyze and synthesize a set of articles from the literature and supporting materials provided in class to describe the history, current state, and unresolved aspects of our scientific understanding of an interdisciplinary aspect of climate change.

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Summitville, CO Mining Town. Western Mining History presents a brief summary of Colorado's Historical Mining Towns with links to additional Colorado resources for a mining town database and mines by county. Western Mining History is an historical site that provides information on mining, mining towns, the gold and silver rush, and Photos and maps of the western United States. This is a strong primary source resource that can be used for a variety of class research projects. Consider becoming a member or making a donation to help further the work of the site.

Western Mining History presents a short history of a dredging unit from Sumpter Valley used during the Gold Rush. The dredge was a mining technology brought into use after 1890. Western Mining History is an historical site that provides databases, information on mining, mining towns, gold and Photos and maps of the western United States. Consider becoming a member or making a donation to help further the work of the site.

In this activity, students develop Common Core reading skills (eg. citing textual evidence, determining the central ideas, and determining meaning of words and phrases) through a study of the history of the second amendment to the U.S. Constitution and its significance today. First, students work independently, with some class discussion, to complete a close reading of the second amendment text and related primary and secondary documents. Then, students work in groups to prepare a presidential candidate for a debate in which he/she must defend a particular position, or claim, about the meaning of the second amendment and constitutionality of gun regulation.

Telluride, CO Mining Town. Western Mining History presents a brief summary of Colorado's Historical Mining Towns with links to additional Colorado resources for a mining town database and mines by county. Western Mining History is an historical site that provides information on mining, mining towns, the gold and silver rush, and Photos and maps of the western United States. This is a strong primary source resource that can be used for a variety of class research projects. Consider becoming a member or making a donation to help further the work of the site.

Students use both analytical and creative skills to adapt passages from a novel with significant internal dialogue and conflict, such as Toni Morrison's "Beloved", into a ten-minute play.

This unit is focused on the examination of a single topic, in this case, the Native Americans of the inland Northwest and conflict that arose when other non-native people started to settle in the northwest, and to specifically address the native populations that lived in the inland northwest. The materials were created to be one coherent arc of instruction focused on one topic. The module was designed to include teaching notes that signal the kind of planning and thinking such instruction requires: close reading with complex text, and specific instructional strategies or protocols are described that support students’ reading and writing with evidence are described in enough detail to make it very clear what is required of students and how to support students in doing this rigorous work. Materials include summative assessment of content and process, central texts, key resources, and protocols that support and facilitate student learning.

Through close readings of Zora Neale Hurston'sTheir Eyes Were Watching God, students will analyzehow Hurston creates a unique literary voice by combining folklore, folk language, and traditional literary techniques. Students will examine the role that folk groups play in both their own lives and in the novel.

Each of the three modules in this series introducing the Little Red Schoolhouse principles aims to do several things:

Present an overview of the Little Red Schoolhouse method;
Review key LRS topics and terminology;
Examine one aspect of the writing and editing process more closely, working through selected examples
Writers often lack useful terms for talking about their writing with peers, editors, and collaborators. Developing a vocabulary for talking about good writing simplifies the composition, editing and review processes. These Modules introduce the Little Red Schoolhouse (LRS) method and terminology and discuss some of the major strategies of the LRS approach.

The Little Red Schoolhouse curriculum originated at the University of Chicago and was developed by Joe Williams, Greg Colomb, Frank Kinahan, Peter Blaney and others. The LRS curriculum has been adopted and adapted at, among others, the University of Chicago, Duke University, the University of Illinois, the University of Virginia, and the Georgia Institute of Technology. The approach formulates practical solutions to common difficulties of writing experienced by students across disciplines.

LRS Helps Writers

recognize and solve common problems;
achieve better writing through better reading and revision;
gain increased awareness of what makes their writing readable and persuasive.

Tincup, CO Mining Town. Western Mining History presents a brief summary of Colorado's Historical Mining Towns with links to additional Colorado resources for a mining town database and mines by county. Western Mining History is an historical site that provides information on mining, mining towns, the gold and silver rush, and Photos and maps of the western United States. This is a strong primary source resource that can be used for a variety of class research projects. Consider becoming a member or making a donation to help further the work of the site.

Tomboy, CO Mining Town. Western Mining History presents a brief summary of Colorado's Historical Mining Towns with links to additional Colorado resources for a mining town database and mines by county. Western Mining History is an historical site that provides information on mining, mining towns, the gold and silver rush, and Photos and maps of the western United States. This is a strong primary source resource that can be used for a variety of class research projects. Consider becoming a member or making a donation to help further the work of the site.

Western Mining History presents a comparison of the output of the top 25 US Gold Mining Districts. Western Mining History is an historical site that provides databases, information on mining, mining towns, gold and Photos and maps of the western United States. Consider becoming a member or making a donation to help further the work of the site.

Western Mining History presents a short history of how a warehouse fire ignited a dynamite explosion that destroyed several blocks in Butte, Montana in 1895. Western Mining History is an historical site that provides databases, information on mining, mining towns, gold and Photos and maps of the western United States. Consider becoming a member or making a donation to help further the work of the site.

Western Mining History presents a brief summary of Colorado Mining Towns with links to additional Colorado resources for a mining town database and mines by county. Western Mining History is an historical site that provides information on mining, mining towns, gold and Photos and maps of the western United States. Consider becoming a member or making a donation to help further the work of the site.

Everyone knows that "Star Wars" character Darth Vader is a villain. This lesson asks students to explore how they know such things about heroes and villains they encounter in texts. After examining how moviemakers communicate the villainy of Darth Vader, students examine a passage from Harry Potter and the Sorcerer's Stone that describes the villain Voldemort, noting how Rowling communicates details about the character. Students then read novels in small groups, with each group member tracking a character in a reading log. When they finish their novels, students design posters and present details on their novels to the class. After the presentations, students make observations on how authors develop character and write journal entries reflecting on what they learned.

Trinidad, CO Mining Town. Western Mining History presents a brief summary of Colorado's Historical Mining Towns with links to additional Colorado resources for a mining town database and mines by county. Western Mining History is an historical site that provides information on mining, mining towns, the gold and silver rush, and Photos and maps of the western United States. This is a strong primary source resource that can be used for a variety of class research projects. Consider becoming a member or making a donation to help further the work of the site.

Turret, CO Mining Town. Western Mining History presents a brief summary of Colorado's Historical Mining Towns with links to additional Colorado resources for a mining town database and mines by county. Western Mining History is an historical site that provides information on mining, mining towns, the gold and silver rush, and Photos and maps of the western United States. This is a strong primary source resource that can be used for a variety of class research projects. Consider becoming a member or making a donation to help further the work of the site.