This lesson leverages the Paleontology web app in the Verizon Innovative Learning HQ: Paleontology |Verizon Innovative Learning. Students will learn about the essential tools and equipment used by paleontologists at a dig site while exploring the process involved in finding and carefully removing a fossil from a virtual excavation site. Students collaborate as they “walk around” and “dig” into a virtual site using various virtual tools. Through their exploration, students will understand how paleontologists help to put the
pieces of history together like a jigsaw puzzle. This is lesson three 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.

In this lesson, students will use the Paleontology app to match discovered fossils from a virtual excavation site to the outline of a dinosaur by dragging the fossil into the correct location. This is lesson four 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.

In this lesson, students will watch a video about a real excavation site highlighting the tools used. The students will reflect on the activities of the previous sections and ask additional questions. Encourage the students to visit the Paleontology app and explore its features. This is lesson five 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.

This art history video discussion examines The Pantheon, Rome, c. 125.

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.

Lesson 11 is focused on Chapter 7 of Octavia Butler's The Parable of Sower. The first part of the lesson, Engage, involves listening to Chapter 7 and taking visual notes using a graphic organizer. The second part, Explore, involves answering guiding questions related to the chapter, such as how the main character, Lauren Olamina, illustrates the resilience and agency of Black women, what the chapter suggests about the role of community and interdependence in times of crisis, and how Lauren's understanding of Earthseed relates to the theme of Afrofuturism. In the Wrap-Up, students are introduced to Design Challenge 7, which is to storyboard Chapter 7. The lesson allows for at least 20 minutes of work time for students to complete the challenge. Completed works can be submitted for publishing on social media platforms or to Kinfolk's archive.

Estimated time required: 1-2 class periods.

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

The lesson will begin with a 2-minute engagement activity where students will watch clips of P-Funk's music videos and share which songs are popular in their families. Students then examine photos of P-Funk's costumes and discuss the differences between Funkadelic and Parliament's sounds. They examine a photo of Sian Proctor and observe what she wore during her space mission. Finally, students imagine the future of fashion and footwear by designing their own "fits of the future". This lesson combines music, Afrofuturism, and fashion, and highlights the impact of influential figures like Sian Proctor and P-Funk.

Estimated time required: 1-2 class periods.

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

This art history video discussion looks at Parmigianino's "Madonna of the Long Neck" (Uffizi, Florence).

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 Parmigianino's "Self-Portrait in a Convex Mirror", oil on panel, 1524 (Kunsthistorisches 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 Charles Willson Peale's "Staircase Group" (Portrait of Raphaelle Peale and Titian Ramsay Peale), 1795, oil on canvas (Philadelphia Museum of Art).

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.

American author Pearl S. Buck spent most of her life in China. She returned to America in 1934, "an immigrant among immigrants"¦in my native land." In this lesson, students will explore American attitudes toward immigration in the 1930s through Pearl S. Buck's essay, "On Discovering America." They will explore the meaning of the term "American" in this context and look at how the media portrayed immigrants.

This art history video discussion examines "The Pergamon Altar", c. 200-150 B.C.E. (Pergamon 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.

Trace the elements of history, literature, polemic, and autobiography in the 1847 Narrative of William W. Brown, An American Slave.

In this art history video discussion Beth Harris and Steven Zucker look at Sir Peter Paul Rubens' "The Rape of the Daughters of Leucippus," 1617-18, oil on canvas. Alte Pinakothek, Munich.

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 presents a conversation between Salman Khan and Steven Zucker about sculpture and the language of representation. They examine Pablo Picasso's "Guitar" (1912-) 1914, made of ferrous sheet metal and wire. It's currently at the The Museum of Modern Art.

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 discussion examines Pablo Picasso's "Les Demoiselles d'Avignon", 1907 (Museum of Modern Art).

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 discussion looks at Pablo Picasso's "The Reservoir (Horta de Ebro)", oil on canvas, summer 1909 (MoMA).

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.

Learn more about World War I by doing what historians do–analyzing visual media! Students will learn how to examine and interpret visual materials produced during World War I, and will better understand the importance of visual culture as a primary source and a means of recording history. This recorded program, uses World War I era photographs, posters, and cartoons to practice the skills required to analyze and interpret images. Teachers can show the recorded program to the class to start the activity, and continue the lesson with students by using the program packet, which includes additional images, descriptions, and supplemental questions to engage students with the content and develop analytical skills. The program packet includes a teacher’s guide, student photograph analysis worksheet, teacher’s image guide, and student image worksheet and answer key.

After analyzing photojournalist James Karales's iconic photograph of the march, reading background material on it, and considering what the marchers might have thought and felt, students write and illustrate a postcard describing this civil rights event from a marcher's viewpoint.

This art history video discussion looks at Piero della Francesca's "Portraits of the Duke and Duchess of Urbino", Federico da Montefeltro and Battista Sforza, 1467-72, tempera on panel (Galleria degli Uffizi, Florence).

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.