As diseases become stronger in nature, currently available antibiotics are no longer strong enough to suppress and cure said diseases. Therefore, what factors contribute to diseases becoming resistant to drugs and what public policies should be developed around them? In this problem-based learning module, students will work with partners or in groups to first assess the increasing problem of drug-resistant diseases and the toll they are taking on the American public. Additionally, students will work to investigate what hospitals and lawmakers are doing to address this problem. Once students understand and are familiar with the current state of affairs, they will then work to further understand and research exactly why this issue needs to be brought to the attention of the general public, in order to promote change to current hospital procedures and policies. Further, students will determine the current political climate and support (or lack thereof) for policy, and will analyze the interest in keeping, changing or removing said policies altogether. Once the group has a full understanding, students will then work to determine their position on the issues surrounding antibiotic resistant diseases and the policies associated with these diseases. As soon as the group reaches a consensus, students will work to research and determine a professional way in which to present their goals and objectives for curbing the issue of drug-resistant diseases.

This is a cross-curricular activity that uses the story Alexander, Who Used to Be Rich Last Sunday to practice money and decimal skills in addition to reading and writing skills. After reading or hearing the story, students will complete the attached worksheet. (If it's read aloud, students would need a way to refer back to the story to answer the questions. The worksheet has a mixture of reading and math questions. It can be edited if you choose. It can be used for either 3rd or 4th grade. With slight modifications, it could also be used for middle school EL students to learn about currency.

In this unit students continue the exploration of factors that influence change by examining the events that led up to the American Revolution. Over the course of the unit, students will build a deeper understanding of the significant ideas and values at the heart of the American Revolution, what drove the colonists to seek independence, and how conflict between England and the colonists ultimately influenced change in our country. Students will see the American Revolution from multiple perspectives, starting with analyzing the difference in perspectives between the British and the colonists and how each side’s actions often instigated each other. Students will also explore how class structure influenced colonists perspectives. Later in the unit, students will think about the perspectives of black people, women and Native Americans who were forced to choose a side and why they may have had a different point of view of the events of the revolution.

An important part of this unit is pushing students to focus on seeing history from multiple different perspectives. The core text Liberty! How the Revolutionary War Began offers one perspective on events, however, the prespective is limited to that held by white elite colonists. Therefore, students also read excerpts from A Young People's History of the United States in order to build a deeper understanding of all sides of the Revolution.

Representatives from 10 sovereign Native American nations in Michigan, five State of Michigan agencies, two universities, and three private organizations collaborated to develop two short curriculum units, one for 3rd grade and one for 5th grade. Each grade level unit includes five lesson plans and support materials for teachers using information from two archaeological sites provided by MDOT and cultural, historical, environmental, and indigenous knowledge provided and vetted by Michigan Native American tribal partners participating in the project. The lesson plans use the Inquiry Arc of the College, Career, and Civic Life (C3) Framework and focus on specific Michigan Social Studies Standards. The lesson plans also provide links to Michigan English Language Arts (ELA) literacy standards, as well as science and math applications.

This particular roadmap features all of the COLLABORATIVE designed activities for the "Ancient Civilizations Roadmap Unit View (revised)" resource. You could distribute this roadmap to students for work that they complete synchronously with partner(s) as part of their learning path in the unit map.

Compare and contrast writing for English Learners using social studies content. Scaffolds include multimedia support, partner work, jigsaw protocol and sentence frames. This roadmap presents the UNIT view (including solo and collaborative tasks). There are two additional roadmaps for distribution that would be helpful when teaching the unit - Ancient Civilizations Roadmap- Solo Activities + Ancient Civilizations Roadmap- Collaborative Activities.

In this unit students explore the rise and fall of the ancient Roman Empire. Over the course of the unit, students learn about different characteristics of the Roman Empire, what lead to the Empire’s growth and success, and what eventually lead to the Empire’s demise. Through learning about the daily routines, structures, and rituals of the Roman Empire, students will be challenged to draw conclusions about what the civilization valued and how those values compare to societal values today. This unit builds onto the 2nd grade nonfiction unit on ancient Greece, in which students began to think about how the daily routines, structures, and rituals of a civilization show what they value. This unit, in conjunction with the second grade unit on ancient Greece, will help students understand early influences in the world and the first republics.

The mentor texts for this unit, Ancient Rome and Pompeii: A Nonfiction Companion to Magic Tree House and Eye Wonder: Ancient Rome, allow students to practice multiple informational reading strategies in two very different text structures. In both texts, but predominately in Eye Wonder, students will practice using a multitude of text features and illustrations as a way of learning new information about a topic. Over the course of this unit, students will constantly be thinking about how the information from one text builds on and connects to the information in the other text. Then at the end of the unit, students will be asked to critically analyze the similarities and differences between the two texts.

HyperSlides are digital lessons/units that help students learn the material in a way that is engaging and inquiry-based. Students will work together to complete a HyperSlides unit centering around animal adaptations for standards in grades 3-5. Students will work creatively and collaboratively with a variety of Course of Study standards that engage students through using Google Slides and a Hyperlinks to assist in the understanding of animal adaptations. This project will take several class periods to complete. After an introduction to the Hyperslides, students are encouraged to work at their own pace, but Hyperslides can be assigned on a daily basis. This Lesson Plan was created in partnership with the Birmingham Zoo.

Students will use their five senses to describe the three different types of apples using the words from the word bank. Afterwards students will conduct a short survey to find out which apple was liked by most students. The results will be shown by drawing a pictograph.

A writing practicum associated with 11.200 and 11.205 that focuses on helping students present their ideas in cogent, persuasive arguments and other analytical frameworks. Reading and writing assignments and other exercises stress the connections between clear thinking, critical reading, and effective writing.

In this three week unit, students will practice skills related to argumentative writing. They will ultimately write an argumentative/persuasive letter to the school board regarding school safety policy.

Argumentative Writing Unit for 6th grade English Language Arts. 

Students will learn the components of an argumentative essay and learn to write an essay.  The unit will begin with an overview of bullying in order to present the argument of, "Should bullies be treated as criminals?".  This essay will be researched and written as a class practice and will not be scored.   The students will write a second essay in connection with an ecology unit in science titled, "Do humans help or hurt the Great Lakes?"  This essay will be used as a summative assessment.  The final scored assessment will an argumentative essay of choice on the part of the student.

Students will practice looking at a topic from multiple points of view, and will discuss whose voices are amplified and whose voices are silenced. This lesson is part of a media unit curated at our Digital Citizenship website called "Who Am I Online?".

We may be leaving out information or disregarding it because it doesn't conform with our own beliefs.  Students will learn about confirmation bias, different perspectives and how to avoid confirmation bias.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?". 

This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 6 (roughly equivalent to grades 7.5 to 9 in the K-12 system). Every chapter includes a level-appropriate, high-interest reading of between 500 and 1,000 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.

This reader contains nine original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 4. This level 4 reader, one of a series of six readers, is roughly equivalent to grades 4.5 to 6 in the K-12 system. New vocabulary are set in bold throughout each story, and then summarized and defined in a Glossary found in the appendix. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

This reader contains nine original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 5. This level 5 reader, one of a series of six readers, is roughly equivalent to grades 6 to 7.5 in the K-12 system. New vocabulary are set in bold throughout each story, and then summarized and defined in a Glossary found in the appendix. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

This reader contains nine original stories written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 5. This level 5 reader, one of a series of six readers, is roughly equivalent to grades 6 to 7.5 in the K-12 system. New vocabulary are set in bold throughout each story, and then summarized and defined in a Glossary found in the appendix. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.

This reader contains 11 original instructional essays written specifically for adults, and is designed to accompany the BC Reads: Adult Literacy Fundamental English - Course Pack 6. This level 6 reader, one of a series of six readers, is roughly equivalent to grades 7.5 to 9 in the K-12 system. New vocabulary are set in bold throughout each story, and then summarized and defined in a Glossary found in the appendix. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This reader has been reviewed by subject experts from colleges and universities.