Students read The Great Gatsby, evaluating Fitzgerald's critique of the American 1920s, as well as considering issues of social class and the impact of history and memory on individuals.

In this module, superhero Jack of All Trades and his sidekick Andy are confronted by a villain that threatens to disrupt society and rob the world of the certainty people have come to expect. And this dastardly villain is...Inflation. Jack and Andy time travel to the period known as The Great Inflation to discover the truth about inflation. With the help of Dr. Equilibrium, professor of economics, they learn that inflation is the result of too much money chasing too few goods and that the Federal Reserve System plays a key role in maintaining stable prices. This content from Econ Lowdown also features alignment to national Financial Literacy and/or Economics standards.

In this lesson, students will model how a watershed works to understand how the Great Lakes basin is a large watershed region.

After researching nutrition and analyzing food advertisements, students work in cooperative groups to create their own advertisements for food products.

In this lesson, students deepen their knowledge of physical and geographic features of the Great Lakes by exploring one of the five Great Lakes in depth with a study group and creating a “for sale sign” poster to present to the class for one of the Great Lakes.

This lesson plan asks students to read To Kill A Mockingbird carefully with an eye for all instances and manifestations of courage, but particularly those of moral courage.

Use this lesson to learn more about the Hawaiian economics system. Learn how they developed and used this specialized type of money system. "In this lesson, you will learn how specialization and division of labor increased productivity and made barter possible in the traditional Hawaiian economy."

Can screen time be bad for us? The research is still out when it comes to exactly how screen time affects our health. But one area where we know it does is our sleep. Just having a device near us seems to change the way our brains work. Help students learn that being responsible with digital media means adjusting how we use it so it isn't unhealthy for our bodies or our brains. Approximately 45 mins.

LESSON OBJECTIVES: Identify research trends related to the health impact of screen time. Reflect on the nature of their own screen time and how it compares to that of parents and teens generally. Use the Digital Habits Checkup routine to create a personal challenge to change a media habit.

Students read about and discuss United States history, from slavery to the civil rights movement, grappling with the discrimination and broken promises that African Americans faced.

How can compression and tension be used to create sustainable and innovative structures of the future that require less material to build? This challenge will explore how forces can be harnessed to build strong structures instead of overcoming forces. When building structures, attention to endurance and sustainability are at the height of concern. Therefore, exploring methods for constructing buildings that maintain resistance to natural and external forces, such as high winds from hurricanes or vibrations from earthquakes, while simultaneously using reduced construction materials is necessary. In this challenge, students will examine tensegrity structures and, upon learning how they are constructed and work, design their own model tensegrity structures that would benefit a city or community.

This is a 2-hour lesson that includes a self-paced interactive module and classroom activities. The teacher guide includes a challenge sequence (timeline), relevance to standards, materials list, assessment, evaluation rubric, and learning extensions.

Lesson objectives: (1) Explore the forces present in tensegrity structures. (2) Review common challenges to building structures in modern and historical cities. (3) Evaluate how tensegrity structure principles can be used to create sustainable structures. (4) Design a sustainable structure and/or resistant to hurricanes or earthquakes.

Students use a hurricane tracking map to measure the distance from a specific latitude and longitude location of the eye of a hurricane to a city. Then they use the map's scale factor to convert the distance to miles. They also apply the distance formula by creating an x-y coordinate plane on the map. Students are challenged to analyze what data might be used by computer science engineers to write code that generates hurricane tracking models. Then students analyze a MATLAB® computer code that uses the distance formula repetitively to generate a table of data that tracks a hurricane at specific time intervals. Students come to realize that using a computer program to generate the calculations (instead of by hand) is very advantageous for a dynamic situation like tracking storm movements. Their inspection of some MATLAB code helps them understand how it communicates what to do using mathematical formulas, logical instructions and repeated tasks. They also conclude that the example program is too simplistic to really be a useful tool; useful computer model tools must necessarily be much more complex.

Students learn how the American colonists grew used to governing themselves and became increasingly unhappy with British policies toward the colonies. Students follow the development of those policies to see why the colonists ultimately declared independence from Britain in order to establish their own government. Finally, students analyze the Declaration of Independence to see how it addressed the colonists' concerns. As an extension, students look at primary sources to see how the colonists' reaction to the Stamp Act was being reported in London. This lesson feeds into the lesson "Wanted: A ‘Just Right' Government," but may be taught independently. LESSON OBJECTIVES: Describe how British policies and responses to colonial concerns led to the writing of the Declaration of Independence. *Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence. *Analyze the impact of the Stamp Act, Declaratory Act, Townshend Revenue Act, Quartering Act, and Intolerable Acts. *Outline the Declaration of Independence and its parts. *Evaluate the colonists' reaction to the Stamp Act using primary sources.

Students research the items listed in the song ŕWe Didn't Start the FireĚŇ by Billy Joel, noting their historical relevance, and then document their findings using an online chart.

[Free Registration/Login Required] Lesson plan asking this essential question: "What conditions created a need for a protest march from Selma to Montgomery in 1965 and what did that march achieve?"

How can you avoid being fooled by fake videos and other information online? We know not to believe everything we hear, but what about what we see? Advancements in computer-generated graphics, facial recognition, and video production have led to a world of viral videos that are often difficult to identify as fake. Help your students learn to read what they see on the web "laterally" by showing them how to get off the page, check credibility, and find corroboration. Approximately 50 mins.

LESSON OBJECTIVES: Define "misinformation" and explore the consequences of spreading misinformation online. Learn how to use lateral reading as a strategy to verify the accuracy of information online. Apply lateral reading to examples of questionable videos to determine their accuracy.

Students learn about Indigenous peoples and their history, including investigating Indigenous nations and Indigenous heroes, and build an understanding that Indigenous people are an important part of our country.

Introducing engineering concepts with Hour of Engineering website is an engaging way to get students thinking about a STEM future. Hour of Engineering is designed to inform and inspire students in upper elementary through high school about engineering. Helping your students build an innovation mindset with the adaptive tools to solve problems starts here!

By participating in the Hour of Engineering students will: Define STEM vocabulary; Display engineering literacy; Explore the engineering design process; Experiment with practical engineering skills; Solve real-world engineering challenges; Link concepts between science, technology, engineering, and math; Build engineering habits of mind like creativity, systems thinking, and collaboration.

There are three parts to the Hour of Engineering website: landing page with inspirational content, learning modules, and engineering design challenges. (1) The landing page features clickable items to inspire students about the connection between engineering, art, science, math and even music! Students can freely explore the videos and models to learn about each object before moving on to deeper learning. (2) Learning modules allow students to explore a specific engineering topic. Students can explore learning modules on their own or you can pair them with connected engineering challenges to guide a sequence of learning on a topic. (3) Engineering challenges are a gamified way for students to explore various topics, activities and objects within fields of engineering. Students participating in engineering challenges earn stars based on their interaction with learning elements. There are knowledge checks and interactive models for students to explore during a challenge.

Students apply their mathematics and team building skills to explore the concept of rocketry. They learn about design issues faced by aerospace engineers when trying to launch rocketships or satellites in order to land them safely in the ocean, for example. Students learn the value of designing within constraints while brainstorming a rocketry system using provided materials and a specified project budget. Throughout the design process, teamwork is emphasized since the most successful launches occur when groups work effectively to generate creative ideas and solutions to the rocket challenge.

Students explore materials engineering by modifying the material properties of water. Specifically, they use salt to lower the freezing point of water and test it by making ice cream. Using either a simple thermometer or a mechatronic temperature sensor, students learn about the lower temperature limit at which liquid water can exist such that even if placed in contact with a material much colder than 0 degrees Celsius, liquid water does not get colder than 0 °C. This provides students with an example of how materials can be modified (engineered) to change their equilibrium properties. They observe that when mixed with salt, liquid water's lower temperature limit can be dropped. Using salt-ice mixtures to cool the ice cream mixes to temperatures lower than 0 °C works better than ice alone.

Kindergarteners are introduced to comparing objects by their attributes. In this lesson, the kids compare objects by using the three attributes they have learned about.