## Available Lessons

#### Apalachee: Point of View Blog

##### Social Studies

Teacher will read aloud the passage "The Apalachee" as students follow along. After reading they will discuss how the Apalachee lived (i.e., how they obtained food and shelter) and what happened to the Apalachee that led to their elimination. As a class, create a shared writing blog entry from the point of view of a Apalachee Indian. The blog entry should include details about how a Apalachee child spent a day. Within the blog entry the details about how Apalachee lived should be evident. After the whole-class shared writing activity, students will add an entry to the blog from the point of view of a tribe member; students can chose to write from the point of view of a child or adult. Students will also be expected to respond to other students' posts on the blog.

#### Bench Press Math: Mean, Median and Mode

##### Mathematics

Using reps and max of weightlifting, students will create a frequency table and compute the mean, median and mode.

#### Geometry Around Your School

##### Mathematics

Teacher will read aloud "The Greedy Triangle" by Marilyn Burns. After read aloud the class will create a list of the geometric shapes from the story. Students will add geometric shapes to the list that were not included in the book (e.g., three dimensional objects). Then students will work with a partner to walk around the school campus to find real-life examples of their assigned geometric shape and take digital photographs of the objects. Students will create a class book about the objects and use their digital photographs to illustrate the book.

#### Great Depression and the New Deal: Causes and Effects

##### Social Studies

Shared Reading: The teacher will read aloud "Great Depression and the New Deal" as students follow along. During the reading the teacher will guide students to complete a whole-class cause and effect chart listing the major causes of the Great Depression and their effect(s) on the Florida economy. Then students will break into groups of 3-4 and investigate a specific cause/effect relationship. Groups will use the internet to locate photographs and additional details and facts about the incident and create a Powerpoint or Keynote presentation with speaking notes to present to the class.

#### History Through Words: Frederick Douglass

##### Social Studies

Students will perform a picture analysis. Afterwards, a passage will be read from a narrative in Frederick Douglassâ€™ My Bondage and My Freedom and then complete the Pick-a-Pair worksheet.

#### Major U.S. Physical Features

##### Social Studies

This lesson provides an overview of the locations of major physical features of the United States answering the essential question "What are the major physical features of the United States?"

#### Money ESE grades 9-12

##### Mathematics, Social Studies

In this lesson, the student will learn to compare and contrast between different coins. Using hands-on examples, a document camera to review as a class and presentation software (PowerPoint or Keynote) or video editing software (iMovie or Movie Maker).

#### People of the Holocaust

##### Social Studies

Students will work in heterogeneous groups of three or four to create a news presentation on an assigned group of people involved in the Holocaust. Groups will research information from a website to highlight important details to use in their presentation. Groups will use the information to create a news presentation. Each group will present their news clip to the class while the class takes noted on the details and important information regarding each topic.

#### Political Cartoon Analysis

##### Social Studies

Students will perform research for political cartoons and analyze their features and significance. Web browsing will be implemented as well as spiral-question analysis in order to complete the first segment of the activity. Further assessment includes a brief writing assignment.

#### Reflective Writing: "How I felt on the first day of school"

##### Health

Students will complete a writing activity based on the prompt: "How I felt on the first day of school" using photos of different emotions.

#### The Calusa: Point of View Blog

##### Social Studies

Teacher will read aloud the passage "The Calusa: 'The Shell Indians'" as students follow along. After reading they will discuss how the Calusa lived (i.e., how they obtained food and shelter) and what happened to the Calusa that led to their elimination. As a class, create a shared writing blog entry from the point of view of a Calusa Indian. The blog entry should include details about how a Calusa child spent a day. Within the blog entry the details about how Calusa lived should be evident. After the whole-class shared writing activity, students will add an entry to the blog from the point of view of a tribe member; students can chose to write from the point of view of a child or adult. Students will also be expected to respond to other students' posts on the blog.

#### The Tequesta: Point of View Blog

##### Social Studies

Teacher will read aloud the passage "The Tequesta Indians of Biscayne Bay" as students follow along. After reading they will discuss how the Tequesta lived (i.e., how they obtained food and shelter) and what happened to the Tequesta that led to their elimination. As a class, create a shared writing blog entry from the point of view of a Tequesta Indian. The blog entry should include details about how a Tequesta child spent a day. Within the blog entry the details about how Tequesta lived should be evident. After the whole-class shared writing activity, students will add an entry to the blog from the point of view of a tribe member; students can chose to write from the point of view of a child or adult. Students will also be expected to respond to other students' posts on the blog.

#### The Timucua: Point of View Blog

##### Social Studies

Teacher will read aloud the passage "The Timucua" as students follow along. After reading they will discuss how the Timucua lived (i.e., how they obtained food and shelter) and what happened to the Timucua that led to their elimination. As a class, create a shared writing blog entry from the point of view of a Timucua Indian. The blog entry should include details about how a Timucua child spent a day. Within the blog entry the details about how Timucua lived should be evident. After the whole-class shared writing activity, students will add an entry to the blog from the point of view of a tribe member; students can chose to write from the point of view of a child or adult. Students will also be expected to respond to other students' posts on the blog.

#### Timeline of the Holocaust

##### Social Studies

Students will work in mixed-ability groups of three or four to create a documentary on an assigned period of time during the Holocaust. Groups will research information from a provided website to highlight important details to use in their presentation. Groups will use the information to create a documentary. Each group will present their documentary (in video or live form) to the class while the class takes notes on the details and important information regarding each time period.

#### Tulsa Riots of 1921: History Uncovered

##### Social Studies

Students will perform a webquest on the Tulsa Riots of 1921 and other historic tragedies as well as perform comparisons. Critical thinking will allow students to develop a deeper understanding of tragedies and consider approaches to societal problems through discussion and presentation.