Students use cooperative learning, problem solving, and project-based activities to discover journeys George Washington made during the Revolutionary War, create 18th century maps, and compare them to modern state boundaries, towns, and roads.
This document outlines a planned course guide for a 10th grade 20th Century American History class. Over the course of the year, students will study major events and themes from the Progressive Era to the late 1990s. By each marking period, students will master key historical content, skills, and themes related to the eras being covered. Formative assessments will gauge student understanding, and activities will include projects, research, and classroom discussions to reinforce learning.
This lesson uses primary documents from World War II, including a map and photographs, to teach students about how soldiers spent their free time on leave in New York City. Students analyze the documents in groups and make observations about attractions and services, popular destinations, and places not listed. They then plan a sample soldier's day and discuss how servicemen were expected to behave. Finally, students write an informative essay synthesizing their analysis of the primary documents.
Bridging the Curriculum through Art and Texas HistoryNancy Walkup
This document provides resources for teaching Texas history through art, including reproductions in textbooks, historical artworks, and art-based activities. It lists several museums and websites that feature Texas art and provide distance learning opportunities. Suggested art-based activities include having students analyze reproductions by writing descriptive words on sticky notes, comparing and contrasting artworks using a Venn diagram, and writing illustrated letters from the point of view of a Texas history figure. The goal is to use visual art to help students explore and understand events in Texas' past.
This lesson uses political cartoons from Mount Vernon to teach students about major issues during George Washington's presidency, including his title, the Jay Treaty, and the national bank. Students will analyze cartoons focusing on these topics, write captions, and create exhibit labels to develop understanding. The goal is for students to use political cartoons as historical sources and to critically examine different perspectives on events during Washington's administration.
This document provides an overview of National History Day (NHD) in Washington state. It discusses what NHD is, how it works, the annual themes and project categories. Students research historical topics, analyze sources, and create exhibits, papers, performances or websites. Projects can be entered into local, regional, and state competitions. The document shares student stories and outlines the benefits of NHD, such as developing skills in research, critical thinking, and presentation. It provides a sample calendar and resources to help teachers implement NHD in their classrooms.
This document provides information about teaching key personalities in the revised Leaving Certificate history syllabus in Ireland. It discusses Jean Monnet as a key personality in the topic of division and realignment in Europe from 1945-1992. The document outlines Monnet's role in moves toward European unity after World War 2 and the establishment of the European Economic Community. It suggests teaching strategies like using worksheets to focus on Monnet's influence on relevant elements and concepts like the common market and federal Europe. The document also provides biographical details about Monnet's career and involvement in post-war French economic reconstruction and advocacy for greater European integration.
Marganski dust bowl opening the textbook lesson planjelenjos
The document provides a lesson plan for teaching 8th grade students about the Dust Bowl and its impact on American farmers during the Great Depression. The plan calls for examining primary sources to supplement the textbook, which gives little detail about how agriculture issues and the Depression affected people's lives. Students will analyze sources about migrant farmers to rewrite a textbook excerpt about farmer hardships and New Deal policies. The goal is for students to understand the Dust Bowl's effects and citizens' reactions to FDR's programs.
This candidate received a Bachelor of Arts in East Asian History and Political Science from Whittier College in 2015, graduating cum laude with high GPAs in their majors. They are now pursuing a Master's degree from the University of Chicago. The candidate has relevant coursework and work experience in history, political science, Chinese language and culture. They held leadership roles and received academic honors while at Whittier College.
This document outlines a planned course guide for a 10th grade 20th Century American History class. Over the course of the year, students will study major events and themes from the Progressive Era to the late 1990s. By each marking period, students will master key historical content, skills, and themes related to the eras being covered. Formative assessments will gauge student understanding, and activities will include projects, research, and classroom discussions to reinforce learning.
This lesson uses primary documents from World War II, including a map and photographs, to teach students about how soldiers spent their free time on leave in New York City. Students analyze the documents in groups and make observations about attractions and services, popular destinations, and places not listed. They then plan a sample soldier's day and discuss how servicemen were expected to behave. Finally, students write an informative essay synthesizing their analysis of the primary documents.
Bridging the Curriculum through Art and Texas HistoryNancy Walkup
This document provides resources for teaching Texas history through art, including reproductions in textbooks, historical artworks, and art-based activities. It lists several museums and websites that feature Texas art and provide distance learning opportunities. Suggested art-based activities include having students analyze reproductions by writing descriptive words on sticky notes, comparing and contrasting artworks using a Venn diagram, and writing illustrated letters from the point of view of a Texas history figure. The goal is to use visual art to help students explore and understand events in Texas' past.
This lesson uses political cartoons from Mount Vernon to teach students about major issues during George Washington's presidency, including his title, the Jay Treaty, and the national bank. Students will analyze cartoons focusing on these topics, write captions, and create exhibit labels to develop understanding. The goal is for students to use political cartoons as historical sources and to critically examine different perspectives on events during Washington's administration.
This document provides an overview of National History Day (NHD) in Washington state. It discusses what NHD is, how it works, the annual themes and project categories. Students research historical topics, analyze sources, and create exhibits, papers, performances or websites. Projects can be entered into local, regional, and state competitions. The document shares student stories and outlines the benefits of NHD, such as developing skills in research, critical thinking, and presentation. It provides a sample calendar and resources to help teachers implement NHD in their classrooms.
This document provides information about teaching key personalities in the revised Leaving Certificate history syllabus in Ireland. It discusses Jean Monnet as a key personality in the topic of division and realignment in Europe from 1945-1992. The document outlines Monnet's role in moves toward European unity after World War 2 and the establishment of the European Economic Community. It suggests teaching strategies like using worksheets to focus on Monnet's influence on relevant elements and concepts like the common market and federal Europe. The document also provides biographical details about Monnet's career and involvement in post-war French economic reconstruction and advocacy for greater European integration.
Marganski dust bowl opening the textbook lesson planjelenjos
The document provides a lesson plan for teaching 8th grade students about the Dust Bowl and its impact on American farmers during the Great Depression. The plan calls for examining primary sources to supplement the textbook, which gives little detail about how agriculture issues and the Depression affected people's lives. Students will analyze sources about migrant farmers to rewrite a textbook excerpt about farmer hardships and New Deal policies. The goal is for students to understand the Dust Bowl's effects and citizens' reactions to FDR's programs.
This candidate received a Bachelor of Arts in East Asian History and Political Science from Whittier College in 2015, graduating cum laude with high GPAs in their majors. They are now pursuing a Master's degree from the University of Chicago. The candidate has relevant coursework and work experience in history, political science, Chinese language and culture. They held leadership roles and received academic honors while at Whittier College.
Westward Expansion by Edna Kovacs, Ph.D.PoetinEden
This curriculum matrix outlines a 2-3 week unit on Westward Expansion taught from multiple perspectives to 8th grade students. Students will study the period through literature, create a newspaper project incorporating different voices, and use maps and primary sources to understand local and national impacts. Assessment will examine both academic achievement and effort using standardized procedures.
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America. It includes objectives aligned to state standards, lists materials and websites to utilize, provides a daily schedule of activities involving maps, timelines, group projects, and interactive games/worksheets to engage students. Student learning will be evaluated through daily participation, group presentations, quizzes and a final assessment at the end of the unit.
This unit plan aims to teach 4th grade students about European exploration and colonial America through interactive lessons and technology. Over four days, students will: 1) Learn about European explorers through a worksheet and creating explorer maps; 2) Analyze primary sources like maps and photos to infer connections between explorers; 3) Present their explorer projects and create timelines; 4) Learn about the New England, Middle, and Southern colonies through an interactive bulletin board. Throughout, students will complete blog assignments and use technology like smart boards to reinforce concepts.
Students will use primary images as a model for creating their own "display" of states and choosing a "centerpiece" that defines our nation today. This lesson can accompany the distance learning broadcast, Primarily George.
This multi-day lesson plan teaches students about immigration to the United States through primary source images and political cartoons. Over the course of five class periods, students will formulate historical research questions, analyze primary sources, and write a paper on why a specific ethnic group migrated to America. They will explore push and pull factors, expectations vs realities, occupations, settlement patterns, and assimilation over time. The lesson addresses several CT history and social studies standards and provides rubrics to evaluate students' research papers.
Students will research and write a short expository piece about an influential historical figure from United States history. They will choose a figure to research using books and online resources, taking notes on key details like birth/death dates and their impact. Students will then write a 3 paragraph piece presenting this information chronologically and share their findings with peers. The lesson aims to teach research and expository writing skills while introducing students to important historical figures.
The document describes a multi-lesson learning experience where students in a 2nd grade class will research important African Americans from history and present information about them in an "African American Wax Museum." In the first lesson, students learn about wax museums and what makes someone a hero. They discuss important African American figures and are assigned one to research. The second lesson has students use books, computers and other sources to find facts about their person. They will create a diorama, timeline and other projects to showcase what they learned. The goal is for students to understand the contributions of African Americans and how they helped change history.
This lesson plan explores westward expansion in the early to mid-1800s. Students will analyze primary sources to understand the experiences of pioneers traveling west and the impact of Manifest Destiny. They will compile a source booklet of annotated primary sources and create a simulated diary of a journey westward. The lesson aims to help students understand the risks Americans took to fulfill Manifest Destiny, how expansion affected the nation, and its lasting effects on history. Students will be evaluated on a rubric assessing their understanding of the personal and national impacts of westward migration.
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
This lesson plan aims to teach students about George Washington and why he was the right choice for the first US president. Students will write a resume from George Washington's perspective applying for the presidency. They will need to research Washington's life from a young age to his presidency using sources beyond modern textbooks. The assignment will take a week, with the teacher reviewing resume formats and the relevant time period. Students will learn about Washington's journey and qualifications for president while practicing an important career skill.
This lesson plan focuses on how railroads affected California's economy in the late 1800s. Students will analyze a political cartoon and read a textbook passage on this topic. They will complete a cause-and-effect chart about the economic impacts of railroads and write a paragraph explaining these impacts. The lesson aligns with California history standards on transportation development and economic growth in the late 19th century.
This document outlines an activity to teach students about maps and mapping. It begins with definitions of key map terms like map, globe, and atlas. Students are then shown different types of maps like park, museum, and subway maps and asked to identify map elements. Next, students draw their own "mental maps" of familiar places. They then work in groups to map their classroom. Finally, the activity shows students maps at increasing scales from the classroom to Indiana to the US to demonstrate how smaller areas are part of larger maps. The goal is for students to understand the relationships between different types of maps.
This interactive simulation places students in the role of a participant in the 1960s Civil Rights movement, taking on the perspective of either a civil rights leader, grassroots activist, or segregationist. Students research the historical context surrounding Jim Crow laws and the philosophies of the Civil Rights movement. They then create a primary document or debate presenting their assigned role's perspective on key issues of the time period. The goal is for students to gain understanding of the non-violent revolution and how the country has changed as a result of the Civil Rights movement.
Students explore and describe Emmanuel Leutze's painting, "George Washington Crossing the Delaware," and research the artist, the Revolutionary war at the time depicted, and the work itself. They then write and perform a one-act play dramatizing the events and action leading up to the crossing.
This lesson is intended to teach upper elementary students about the origins and significance of the Purple Heart military decoration. Students will learn that George Washington established the Purple Heart, originally called the Badge of Military Merit, during the American Revolution. Through research projects and interviews, students will explore the history of the Purple Heart and what receiving this award means to veterans. They will also design their own military medals and criteria. The lesson aims to help students understand the roles and responsibilities of citizens in American democracy.
This unit focuses on the Reconstruction era (1865-1877) through an interdisciplinary study of history and English language arts. Students will analyze speeches, writings, and primary sources from the period to understand perspectives on social and political issues. They will examine rhetorical devices and how authors conveyed meaning and perspective. Key concepts include change, context, and rhetoric. Students will analyze how Reconstruction impacted American life through constitutional amendments and policies. The unit aims to develop students' skills in rhetorical analysis, historical thinking, and perspective-taking.
This document provides background information on a planned archaeological survey of the Slave Cemetery at George Washington's Mount Vernon estate. The cemetery, which is believed to have been used from 1760 to 1860, is the last known burial ground for Washington's enslaved laborers and freedmen that has not been developed. The survey aims to delineate the cemetery boundaries and identify individual graveshafts in order to better honor and protect the burial site. Previous excavations uncovered 8 possible graveshafts, but only 2 were fully recorded. The survey hopes to reveal more about the lives and death rituals of the enslaved individuals buried there.
This thesis examines the archaeological study of the Slave Cemetery at George Washington's Mount Vernon estate. Through excavation and analysis of the cemetery, the author seeks to better understand the death rituals and traditions practiced by the enslaved community at Mount Vernon. The cemetery is investigated within its historical and regional contexts. Comparable archaeological sites in Virginia, like those at Monticello and the University of Virginia, are also reviewed. The author establishes research goals and questions, and outlines the methodology employed during excavations at the Mount Vernon Slave Cemetery.
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Westward Expansion by Edna Kovacs, Ph.D.PoetinEden
This curriculum matrix outlines a 2-3 week unit on Westward Expansion taught from multiple perspectives to 8th grade students. Students will study the period through literature, create a newspaper project incorporating different voices, and use maps and primary sources to understand local and national impacts. Assessment will examine both academic achievement and effort using standardized procedures.
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America. It includes objectives aligned to state standards, lists materials and websites to utilize, provides a daily schedule of activities involving maps, timelines, group projects, and interactive games/worksheets to engage students. Student learning will be evaluated through daily participation, group presentations, quizzes and a final assessment at the end of the unit.
This unit plan aims to teach 4th grade students about European exploration and colonial America through interactive lessons and technology. Over four days, students will: 1) Learn about European explorers through a worksheet and creating explorer maps; 2) Analyze primary sources like maps and photos to infer connections between explorers; 3) Present their explorer projects and create timelines; 4) Learn about the New England, Middle, and Southern colonies through an interactive bulletin board. Throughout, students will complete blog assignments and use technology like smart boards to reinforce concepts.
Students will use primary images as a model for creating their own "display" of states and choosing a "centerpiece" that defines our nation today. This lesson can accompany the distance learning broadcast, Primarily George.
This multi-day lesson plan teaches students about immigration to the United States through primary source images and political cartoons. Over the course of five class periods, students will formulate historical research questions, analyze primary sources, and write a paper on why a specific ethnic group migrated to America. They will explore push and pull factors, expectations vs realities, occupations, settlement patterns, and assimilation over time. The lesson addresses several CT history and social studies standards and provides rubrics to evaluate students' research papers.
Students will research and write a short expository piece about an influential historical figure from United States history. They will choose a figure to research using books and online resources, taking notes on key details like birth/death dates and their impact. Students will then write a 3 paragraph piece presenting this information chronologically and share their findings with peers. The lesson aims to teach research and expository writing skills while introducing students to important historical figures.
The document describes a multi-lesson learning experience where students in a 2nd grade class will research important African Americans from history and present information about them in an "African American Wax Museum." In the first lesson, students learn about wax museums and what makes someone a hero. They discuss important African American figures and are assigned one to research. The second lesson has students use books, computers and other sources to find facts about their person. They will create a diorama, timeline and other projects to showcase what they learned. The goal is for students to understand the contributions of African Americans and how they helped change history.
This lesson plan explores westward expansion in the early to mid-1800s. Students will analyze primary sources to understand the experiences of pioneers traveling west and the impact of Manifest Destiny. They will compile a source booklet of annotated primary sources and create a simulated diary of a journey westward. The lesson aims to help students understand the risks Americans took to fulfill Manifest Destiny, how expansion affected the nation, and its lasting effects on history. Students will be evaluated on a rubric assessing their understanding of the personal and national impacts of westward migration.
Students will learn about the Newburgh Crisis and Washington’s Newburgh Address through primary and secondary sources, then write a persuasive essay that compares Washington’s character to a leader of their choosing who has overcome a difficult obstacle.
This lesson plan aims to teach students about George Washington and why he was the right choice for the first US president. Students will write a resume from George Washington's perspective applying for the presidency. They will need to research Washington's life from a young age to his presidency using sources beyond modern textbooks. The assignment will take a week, with the teacher reviewing resume formats and the relevant time period. Students will learn about Washington's journey and qualifications for president while practicing an important career skill.
This lesson plan focuses on how railroads affected California's economy in the late 1800s. Students will analyze a political cartoon and read a textbook passage on this topic. They will complete a cause-and-effect chart about the economic impacts of railroads and write a paragraph explaining these impacts. The lesson aligns with California history standards on transportation development and economic growth in the late 19th century.
This document outlines an activity to teach students about maps and mapping. It begins with definitions of key map terms like map, globe, and atlas. Students are then shown different types of maps like park, museum, and subway maps and asked to identify map elements. Next, students draw their own "mental maps" of familiar places. They then work in groups to map their classroom. Finally, the activity shows students maps at increasing scales from the classroom to Indiana to the US to demonstrate how smaller areas are part of larger maps. The goal is for students to understand the relationships between different types of maps.
This interactive simulation places students in the role of a participant in the 1960s Civil Rights movement, taking on the perspective of either a civil rights leader, grassroots activist, or segregationist. Students research the historical context surrounding Jim Crow laws and the philosophies of the Civil Rights movement. They then create a primary document or debate presenting their assigned role's perspective on key issues of the time period. The goal is for students to gain understanding of the non-violent revolution and how the country has changed as a result of the Civil Rights movement.
Students explore and describe Emmanuel Leutze's painting, "George Washington Crossing the Delaware," and research the artist, the Revolutionary war at the time depicted, and the work itself. They then write and perform a one-act play dramatizing the events and action leading up to the crossing.
This lesson is intended to teach upper elementary students about the origins and significance of the Purple Heart military decoration. Students will learn that George Washington established the Purple Heart, originally called the Badge of Military Merit, during the American Revolution. Through research projects and interviews, students will explore the history of the Purple Heart and what receiving this award means to veterans. They will also design their own military medals and criteria. The lesson aims to help students understand the roles and responsibilities of citizens in American democracy.
This unit focuses on the Reconstruction era (1865-1877) through an interdisciplinary study of history and English language arts. Students will analyze speeches, writings, and primary sources from the period to understand perspectives on social and political issues. They will examine rhetorical devices and how authors conveyed meaning and perspective. Key concepts include change, context, and rhetoric. Students will analyze how Reconstruction impacted American life through constitutional amendments and policies. The unit aims to develop students' skills in rhetorical analysis, historical thinking, and perspective-taking.
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This document provides background information on a planned archaeological survey of the Slave Cemetery at George Washington's Mount Vernon estate. The cemetery, which is believed to have been used from 1760 to 1860, is the last known burial ground for Washington's enslaved laborers and freedmen that has not been developed. The survey aims to delineate the cemetery boundaries and identify individual graveshafts in order to better honor and protect the burial site. Previous excavations uncovered 8 possible graveshafts, but only 2 were fully recorded. The survey hopes to reveal more about the lives and death rituals of the enslaved individuals buried there.
This thesis examines the archaeological study of the Slave Cemetery at George Washington's Mount Vernon estate. Through excavation and analysis of the cemetery, the author seeks to better understand the death rituals and traditions practiced by the enslaved community at Mount Vernon. The cemetery is investigated within its historical and regional contexts. Comparable archaeological sites in Virginia, like those at Monticello and the University of Virginia, are also reviewed. The author establishes research goals and questions, and outlines the methodology employed during excavations at the Mount Vernon Slave Cemetery.
The document announces a Regional GIS Symposium for Historical Resources to be held on February 19th, 2015 at Mount Vernon. It provides the schedule of presentations which will discuss topics such as using GIS to protect historic viewsheds, mapping racial segregation in Washington DC, reconstructing an historic road path, developing mobile applications for historic resource surveying, visualizing antebellum Richmond through 3D modeling, and building a historic building information model at Mount Vernon. RSVPs for the event are due by February 13th and should be sent to the listed Co-Chairs.
The document summarizes educational programs available for student groups visiting Mount Vernon. It describes programs that last 45-90 minutes focused on topics like the daily lives of enslaved people, George Washington's farming practices, and his views on slavery. Discounts are available for Title 1 schools. Programs are available from November to June and require advanced registration and a small fee per student.
The document provides policies and procedures, room capacities and rates, menu options, and floor plans for events at a restaurant. It outlines requirements for groups over 15 people such as submitting menu selections a month in advance and final guest counts 5 days before. Room rental fees are provided for different days of the week along with food and beverage minimums. Menu options include passed appetizers, stationary appetizers, entrees, sides and desserts for seated or standing receptions. Beverage service details and additional services are also specified.
Colonial Happy Hour is available Monday through Friday from 4-8pm at the bar and Tavern Room. $3 domestic beers, $5 well drinks and wines by the glass are offered, along with $5 and $6 appetizers like fried calamari, buffalo wings, and spinach artichoke dip. Higher-priced $8 appetizers include sliders, a crab cake, and a BLT. Happy Hour food is available from 5-8pm daily. No discounts apply to Happy Hour items.
This document outlines a $35 dinner for two special at the Mount Vernon Inn Restaurant in Alexandria, Virginia, including an appetizer, entrée, and dessert for each person from select menus. The appetizer choices are a cup of crab soup, scallop wellington, or zucchini pancakes. For entrées, guests can choose between sliced leg of lamb, chicken francaise, or seared rainbow trout. Dessert options are tres leches cake, flourless chocolate cake, or peach amaretto ice cream. The special is available from August 15-24, 2014 for Alexandria Restaurant Week.
The document lists schedule variations and closings for lunch and dinner service at the Mount Vernon Inn Restaurant in July. It notes that lunch reservations are only available Monday through Friday from 11am to 12:30pm, with several dates having limited reservation times or being unavailable due to private events or group reservations. Several dates in July also have no dinner service due to private events. Hours of operation are provided for different date ranges.
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
This lesson plan explores George Washington's leadership as commander-in-chief during the Revolutionary War through analyzing his relationships with generals like Henry Knox. Students will discuss Washington's leadership characteristics, examine primary documents about key battles like Trenton, and research a general to determine if they displayed leadership. The documents include Henry Knox's orders for the Battle of Trenton, a painting of Washington rallying troops at Monmouth, and a memoir describing Washington's emotional farewell to generals.
This document provides background and instructions for a lesson on selecting George Washington as Commander-in-Chief of the Continental Army. The lesson asks students to identify the key characteristics and skills needed for an army commander, evaluate potential candidates, and decide if Washington was the right choice. It includes readings on generalship qualities and a profile of Washington to help students with their assessment. The overall goal is for students to understand Washington's qualifications and the rationale for his selection during the Revolutionary War period.
Using the weekly news show “Meet the Press” as a model, students will portray George Washington, Abraham Lincoln, Franklin D. Roosevelt and Barack Obama in a television interview. Students will develop answers to the host’s questions by researching primary documents and current news articles.
Students will examine George Washington's role as a man who fought for and led our country in the belief that "all men are created equal" while also owning slaves.
The intent of this lesson is to familiarize students with the similarities and differences in the views of classical philosophers and George Washington.
Only two letters from George Washington to Martha Washington are known to exist, as Martha destroyed personal correspondence after his death. From these two surviving documents, historians have long tried to analyze the relationship between the two. In this assignment, students will perform their own analyses by reading the letters and writing an original English sonnet – a poetic form often used to convey themes of love, romance, and relationships – from George Washington to his wife, Martha.
Students examine George Washington’s 1799 Slave Census to discover Washington as a meticulous businessman and slave owner and to gain information about the institution of slavery in the 18th century.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Intended Grade Level: Middle School
George Washington’s
Revolutionary Journeys
Lesson Purpose: As Commander in Chief of the Continental Army, George
Washington traveled across the northern and mid-Atlantic states. His planning helped
move the army from battle to battle. In this cross-curricular lesson, students will use
cooperative learning, problem solving, and project based activities to discover various
journeys George Washington made during the Revolutionary War. Using that
knowledge, students will create maps of states in the 18th century and compare them to
modern state boundaries, towns, and roads.
Lesson Objectives:
• Work in small groups to analyze primary documents written by or to George
Washington
• Use background information on George Washington as a soldier, as well as
context clues in the documents to infer the routes and/or trips George
Washington made throughout the Revolutionary War.
• Identify the parts of a map
• Create a historical map of some Revolutionary Journeys
National Standards:
NSS-USH.5-12.3 ERA 3: REVOLUTION AND THE NEW NATION (1754-1820s)
• Understands the causes of the American Revolution, the ideas and interests involved in forging
the revolutionary movement, and the reasons for the American victory
• Understands the impact of the American Revolution on politics, economy, and society
• Understands the institutions and practices of government created during the Revolution and how
they were revised between 1787 and 1815 to create the foundation of the American political
system based on the U.S. Constitution and the Bill of Rights
NL-ENG.K-12.1 READING FOR PERSPECTIVE
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves,
and of the cultures of the United States and the world; to acquire new information; to respond to the
needs and demands of society and the workplace; and for personal fulfillment. Among these texts are
fiction and nonfiction, classic and contemporary works.
NL-ENG.K-12.3 EVALUATION STRATEGIES
2. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They
draw on their prior experience, their interactions with other readers and writers, their knowledge of word
meaning and of other texts, their word identification strategies, and their understanding of textual
features (e.g., sound-letter correspondence, sentence structure, context, graphics).
NL-ENG.K-12.4 COMMUNICATION SKILLS
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes
NSS-G.K-12.1 THE WORLD IN SPATIAL TERMS
As a result of activities in grades K-12, all students should
• Understand how to use maps and other geographic representations, tools, and technologies to
acquire, process, and report information from a spatial perspective.
• Understand how to use mental maps to organize information about people, places, and
environments in a spatial context.
• Understand how to analyze the spatial organization of people, places, and environments on
Earth's surface.
NSS-G.K-12.6 THE USES OF GEOGRAPHY
As a result of activities in grades K-12, all students should
• Understand how to apply geography to interpret the past.
• Understand how to apply geography to interpret the present and plan for the future.
Materials:
• Group Task Handout
• Inferencing Chart Handout
• Small Group Roles Handout
• Action Plan Handout
• Primary Documents
o Letter, George Washington to Martha Washington, 18 & 23 June, 1775
http://gwpapers.virginia.edu/documents/revolution/martha.html
o Washington's Revolutionary War Itinerary and the Location of His
Headquarters, 1780
http://gwpapers.virginia.edu/documents/revolution/itinerary/1780.html
o George Washington's Resignation Address to the Continental Congress,
Annapolis, Maryland, 23 December 1783
http://gwpapers.virginia.edu/documents/revolution/resignation.html
o General Howe's Dog, George Washington to General Howe, 6 October
1777
http://gwpapers.virginia.edu/documents/revolution/howe.html
3. o Correspondence between Major General Charles Lee
and George Washington, June 1778
http://gwpapers.virginia.edu/documents/revolution/lee/index.html
• Art supplies for making maps
Time Frame: Approximately seven class sessions
Procedure:
Day 1
1. Review or introduce map components of title, compass rose, and map
key/legend.
2. Give students research time online or in the school library to find different types
of maps, both historical and modern. Challenge the students to find the title,
compass rose, and map key or legend on each map.
Day 2
1. Distribute and discuss and “Task Sheet” handout. Be sure to explain the
difference between primary sources and secondary sources if this is a new
concept for the students.
2. Distribute the “Group Roles” handout. Be sure students understand the
responsibilities of each group member.
3. Arrange students in small groups. Each group should complete the “Group
Roles” handout with the names of the students performing each role.
Day 3
1. Assign each group a primary document, and give each group enough copies of
that document so that each student has his or her own copy. Explain to students
that spelling and capitalization were not standardized during George
Washington’s time, so words are not always spelled or capitalized the same way
we do today.
2. Small groups should read their document together, and then complete the “Task
Sheet” handout. Encourage students to look for key information that will help
students figure out what journey is described in this document.
4. Day 4
1. Each small group will use their background knowledge of George Washington as
a soldier and the context clues from the document to complete the inferencing
chart.
2. Using the information, small groups write a description about George
Washington’s journey as described in the primary document, including his point
of departure and point of arrival, or the departure and arrival points of other key
figures receiving orders from George Washington. Each group’s writing will
serve as an interpretation of the map that students will create.
Days 5-7
1. Using the “Inferencing Chart” handout, students should determine what should
be included on their map of Washington’s journey, as described in their primary
document.
2. The small groups should research colonial and/or state borders of the year
identified in their primary document and create a historical map. The map must
include a map title, map key/legend, compass rose with cardinal and
intermediate directions, as well as the year of travel.
3. The materials and method of creating the map is open-ended and students must
collaborate to decide upon and carry out the plan of action. During this time
students will compare the information from the primary document, the
information written in their paragraphs, to the information they are including on
the map in order to check for accuracy.
4. Each group presents their map to the class, explaining the journey and showing
how their map depicts it.
This has been adapted from a lesson by Kelli Smith,
George Washington Teachers’ Institute 2008.
5. Task Sheet
1. Work as a team to read a primary document. A primary
document is a copy of an original piece of writing, a
photograph, or an actual artifact.
2. Use the information from that document to decide what
trip or journey George Washington, or someone he gave
orders to, had been on at that during the American
Revolution. You will have to infer and draw conclusions
to determine where he left from and where he went.
3. Create a historical map using the information. You must
include:
a. Compass rose with cardinal and intermediate
directions
b. Map title that is specific enough that we know where
the journey was to and why
c. The date in history the journey took place
d. Map key with symbols of your choice, but you must
use a symbol to show Washington’s “route” on the
journey.
4. You must use teamwork and problem solving. Decide on
who will take on each role in the group. Group members
will evaluate each other at the end of the project on how
well everyone cooperated and worked together. This will
be part of your grade.
6. Small Group Roles
• Literary Luminary – You will read the document aloud as everyone
follows along with their own copy. You will also be highlighting the key
information your group believes is context clues.
Group Member:
• Historian – You will be responsible in leading your group to locate other
historical information needed to complete this assignment. You may need to use
books in our classroom, the timeline, information from our videos, or websites to
locate needed information to complete your inferences.
Group Member:
• Word Wizard – You will be responsible for looking up the meanings of
unknown words that your group encounters in the primary document. You may
use classroom dictionaries, www.dictionary.com, or other resources to explain
the meanings of words to your group.
Group member:
Materials Manager – You will be responsible for gathering and
organizing the materials your group decides are needed each day. You will
ensure these materials are being used appropriately during your task.
Group member:
•
• Cartographer– You will oversee the construction of your group’s map.
You will be the leader in creating the design, but you will also help your group
members decide on who will be responsible for each part of the map.
Group member:
7. Action Plan
Group members’ names:
Primary Document:
Directions: After reading and discussing your primary
document, create a plan including the steps you must take to
create your map. You may not have five steps, or you may have
more. This is for your group to decide.
Step 1:
Step 2:
Step 3:
Step 4:
Step 5: