What causes Earth's surface to change? Mountains move! And there are ocean fossils on top of Mt. Everest! In this plate tectonics and rock cycling unit, students come to see that the Earth is much more active and alive than they have thought before. The unit launches with documentation of a 2015 Himalayan earthquake that shifted Mt. Everest suddenly to the southwest direction. Students also discover that Mt. Everest is steadily moving to the northeast every year and getting taller as well. Students wonder what could cause an entire mountain to move during an earthquake.

OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.

In this feature, adapted from Interactive NOVA: Earth, students explore the relationship between oxygen concentration and the well-being of various organisms by simulating a change in oxygen levels and observing what happens.

The Atomic Archive indexes a variety of downloadable and viewable videos which are present at the site. Some videos are have virtual reality feature, allowing the visitor to rotated and explore features an object (e.g., a bomb).

In the following video Paul Andersen defines impulse as the product of the force applied and the time over which the force is applied. The impulse of an object is equivalent to the change in momentum of the object. [9:11]

The seven major economic indicators for the U.S. economy are listed here in an easy to read chart. The seven indicators are unemployment rate, change in hourly employment, average hourly earnings, consumer price index, producer price index, U.S. import price index, employment cost index and productivity.

In this lesson, students see how to convert from a decimal to a fraction. It is 1 of 16 in the series titled "Converting Decimals to Fractions." [2:19]

In this lesson, students see how to convert from a decimal to a fraction. It is 10 of 16 in the series titled "Converting Decimals to Fractions." [2:26]

In this lesson, students see how to convert from a decimal to a fraction. It is 11 of 16 in the series titled "Converting Decimals to Fractions." [2:46]

In this lesson, students see how to convert from a decimal to a fraction. It is 5 of 16 in the series titled "Converting Decimals to Fractions." [1:41]

This lesson [1:27] demonstrates conversion from fractions to decimals. It is 1 of 14 in the series titled "Converting Fractions to Decimals."

This lesson demonstrates conversion from fractions to decimals. It is 10 of 14 in the series titled "Converting Fractions to Decimals." [0:46]

This lesson [2:04] demonstrates conversion from fractions to decimals. It is 13 of 14 in the series titled "Converting Fractions to Decimals."

This lesson [1:06] demonstrates conversion from fractions to decimals. It is 2 of 14 in the series titled "Converting Fractions to Decimals."

This lesson [3:01] demonstrates conversion from fractions to decimals. It is 5 of 14 in the series titled "Converting Fractions to Decimals."

Do Something is a nationwide network of young people who know they can make a difference in their communities and take action to change the world around them. As part of Do Something, young people are asked what they want to do to make things better and then given the resources and support to bring their unique vision to life.

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

In this lesson, you'll join a small group to share your report and receive more feedback. Group members will choose one report to be presented in Lesson 28 to the whole class. You'll revise, proofread, and prepare the final draft of your report.In this lesson, students will join small groups to share their reports and receive more feedback. Group members will choose one report to be presented in Lesson 28 to the whole class. Students will revise, proofread, and prepare the final draft of their report.

This project unit—a multimedia self-portrait published in digital form—is the capstone of your students' high school careers. It is a chance for them to pause and reflect on where they've been, where they're going, and who they are as a person. Students will reflect on what they want others to know about them: what they want their message to be and what types of media they might use to convey that message. Students will have the opportunity to express themselves in many different formats—through writing, of course, but also through other media of their choosing. Students will be able to convey your message through visual art, photography, a graphic novel, audio, poetry, or video—practically any type of media they want!

ACCOMPLISHMENTS

Students will complete a multimedia self-portrait, capturing important aspects of the essence of themselves.
Students will contribute one chapter from their multimedia self-portrait to a class anthology.
Students will present one chapter from their multimedia self-portrait to the class.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

How is late adolescence a moment of internal and external change?
What are the most important qualities of your character—past, present, and future?
How can you portray these key aspects of yourself using multimedia?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.