In this introductory lesson, students will understand the basic aspects of the Kinfolk app. Students practice placing the monuments of four San Diego figures who used imagination to impact history and ensure they can share video and photos via the app. Conducting this lesson will help ensure you are ready to dive into figures and their content in other lessons. The Background section lays recommended groundwork for understanding the Monument Debate in San Diego. It is recommended to begin your lesson there before continuing on to the step-by-step guide.

Estimated time required: 1 class period.

Technology required for this lesson: Augmented Reality, Laptop/Desktop, Tablet or Smartphone.

World War II ration memorabilia collection, 1942-1947.

The Office of Price Administration and Civilian Supply was established by Presidential Executive Order 8734 on April 11, 1941, in an effort to control inflation. The civilian supply function of the agency was transferred to the Office of Production Management in August of 1941 and the name was shortened to the Office of Price Administration (OPA). The Emergency Price Control Act (January 30, 1942) established the purposes of the agency as follows: to stabilize prices and rents and prevent unwarranted increases in them; to prevent profiteering, hoarding and speculation; to assure that defense appropriations were not dissipated by excessive prices; to protect those with fixed incomes from undue impairment of their living standards; to assist in securing adequate production; and to prevent a post-emergency collapse of values." The OPA fixed price ceilings on all commodities except farm products and controlled rents in defense areas. The first rationing program, for automobile tires, was initiated December 27, 1941. There were two types of rationing programs. The first was a certificate program, where an applicant had to meet eligibility standards and show need to a local ration board before receiving a certificate permitting purchase of the rationed item. This type of program was applied to ties, automobiles, typewriters, bicycles, rubber footwear and stoves. The second program was a coupon or stamp type for which all civilians were eligible. These programs were administered through local banks and covered foods, fuel oil, gasoline and shoes. Rationing continued throughout World War II and by the end of November 1945 only the sugar and rubber tire rationing programs remained. Tire rationing ceased on December 31, 1945. Sugar rationing continued until June 11, 1947. The Office of Price Administration was dissolved April 1, 1947.

In this lesson, students will learn about the lifestyle of the wealthy elite and then expand their view of medieval society by exploring the lives of the peasants, craftsmen, and monks.

Students study the interaction between environment and culture as they learn about three vastly different indigenous groups in a game-like activity that uses vintage photographs, traditional stories, photos of artifacts, and recipes.

While Paul Revere's ride is the most famous event of its kind in American history, other Americans made similar rides during the Revolutionary period.  After learning about some less well known but no less colorful rides that occurred in other locations, students gather evidence to support an argument about why at least one of these "other riders" does or does not deserve to be better known.

This art history video dicussion examines "Nude Woman" (Venus of Willendorf), c. 28,000-25,000 B.C.E., (Naturhistorisches Museum, Vienna).

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

This art history video dicussion examines Georgia O'Keeffe's "The Lawrence Tree", oil on canvas, 31 x 40 inches, 1929 (Wadsworth Atheneum, Hartford). Painted in the summer of 1929 while visiting D.H. Lawrence at his Kiowa Ranch during O'Keeffe's first trip to New Mexico, the tree stands in front of the house.

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

Focus on Octavia Butler's interview with Charlie Rose on June 1, 2000 and a few of her quotes. The lesson aims to engage students in a discussion of Octavia Butler's views on science fiction and the use of figurative language. It explores the relevance of Octavia Butler's quotes to science fiction and love. The students are divided into small groups to analyze one of five quotes and its relevance to science fiction and love. The lesson concludes with a design challenge for students to create a Valentine's Day card inspired by Octavia Butler, interpreting the relationship between science fiction and love. The students have 20 minutes of work time and the option to publish their cards.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

Using archival material, students will associate Francis Scott Key's Star Spangled Banner with historic events and recognize the sentiments those words inspired. Students will explore the symbolic nature of the American flag.

Looking at historic maps of the West, students can begin to appreciate the immensity and mystery of the mission Lewis and Clark accepted.

Based on this model oral history experience, the toolkit includes instructional concepts, ideas, and strategies for use by educators to design a curriculum that reflects their instructional goals and the needs of their students while appreciating Vietnam veterans in their community.

By researching these "ordinary" people and the now historic places where they brought about change, students will discover how the simple act of sitting at a lunch counter in North Carolina could be considered revolutionary, and how, combined with countless other acts of nonviolent protest across the nation, it could lead to major legislation in the area of civil rights for African Americans.

Since the Bolshevik Revolution of 1917, Soviet leaders had been claiming that communism and capitalism could never peacefully coexist. Agreements regarding the postwar world were reached at Yalta and Potsdam, but the Soviets wasted no time in violating them. Harry Truman believed that the proper means of responding to an international bully was a credible threat of force.

This art history video dicussion examines "Orsanmichele", Florence, 1349 loggia (1380-1404 upper stories).

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

In this activity, students will explore the placement of responsibility for governing an expanding Martian settlement. They will begin by reading the Outer Space Treaty to understand the rules that are currently in place on this faraway planet. After discovering frozen water on Mars during their Augmented Reality experience, students will be told that the Martian community is growing quickly. They will therefore be challenged to answer this compelling question: Now that Mars has been colonized, who should govern it?

Estimated time required: 2-3 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Tablet or Smartphone.

This lesson helps students learn about the judicial system through simulating a real court case involving student free speech rights. In addition to learning about how the Supreme Court operates, students will explore how the Supreme Court protects their rights, interprets the Constitution, and works with the other two branches of government.

This art history video dicussion examines "Painted Garden, Villa of Livia", fresco, 30-20 B.C.E. (Museo Nazionale Romano, Palazzo Massimo, Rome). Plant species include: umbrella pine, oak, red fir, quince, pomegranate, myrtle, oleander, date palm, strawberry, laurel, viburnum, holm oak, boxwood, cypress, ivy, acanthus, rose, poppy, chrysanthemum, chamomile, fern, violet, and iris.

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

This art history video dicussion examines "Pair of Centaurs Fighting Cats of Prey" from Hadrian's Villa, mosaic, c. 130 B.C.E. (Altes Museum, Berlin).

Khan Academy learning modules include a Community space where users can ask questions and seek help from community members. Educators should consult with their Technology administrators to determine the use of Khan Academy learning modules in their classroom. Please review materials from external sites before sharing with students.

In this lesson, students will be introduced to paleontology and fossilization and identify various fossils by placing a cutout in the correct location for a tyrannosaurus and a stegosaurus on a board. Encourage students to visit the Paleontology app and explore its features. This is lesson one of five, which is designed to be taught in a sequence.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Tablet or Smartphone.

In this lesson, students will learn about the tools used by paleontologists and why it is important to use different tools while removing a fossil. Encourage students to visit the Paleontology app and explore its features. This is lesson two of five, which is designed to be taught in a sequence.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Smartphone, Tablet, Tablet or Smartphone.