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WH.2.1
Review the development and fundamental beliefs of major world religions and philosophies including Hinduism, Buddhism, Sikhism, Judaism, Christianity, and Islam.

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4.RN.2.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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- Students will Identify and Describe key religious figures, holy texts, and beliefs in the history of the major world religions
- Students will differentiate between the practices and traditions of the major world religions
- Students will justify the importance of studying world religions and traditions in learning about history and connect to specific examples from the courses historical events

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- Students will be able to read short stories and identify 3 of the main components of the story to add to a summary.
- Students will be able to recognize the main points and key details of stories and then summarize those main points into a short summary.
- Students will be able to read other summaries of stories and determine whether they are good or not. If the summary needs help, the students will be able to revise it and make it more accurate.

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Put one standard here.

The format:
【Subject】
【Numbers】
【Content of the standard】

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Try to write 3 learning objectives here, remember to be specific!

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Brainstorming the activities to help students achieve the learning objectives.

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How do you assess students' learning progress?

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https://www.in.gov/doe/students/indiana-academic-standards/

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Prioritized Standards for English/Language Arts, Mathematics, Science, and Social Studies

Pursuant to IC 20-31-3-1(c-d), the Indiana Department of Education's (IDOE's) Office of Student Pathways and Opportunities partnered with Inspire Success to conduct a research study that defined essential postsecondary skills necessary to promote future success in employment, enrollment, or enlistment leading to service. The Office of Teaching and Learning used this study to inform a subsequent standards prioritization process as required by IC 20-31-3-1(c-d). Through this process, the Office of Teaching and Learning convened stakeholder committees and facilitated an extended public comment period to collect feedback related to standards prioritization and vertical articulation. Prioritized standards for each content area include those designated as essential for mastery by the end of each grade level or course. The prioritized standards that follow were adopted by the State Board of Education (SBOE) on June 7, 2023. Review the Spring 2023 Standards Implementation memo for more details regarding instructional and assessment timelines.

Additional Indiana Academic Standards

Pursuant to IC 20-31-3, IDOE revises the following standards at least once every six years. The review period integrates educator committee feedback with a public comment period. Upon formal adoption by the SBOE, the updated standards are to be implemented by Indiana schools and assessed by Indiana's state assessments, as appropriate. Please review the Revision and Implementation Guidance for Indiana Academic Standards for more details. Each set of standards listed below is accompanied by its respective adoption year.

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Pursuant to IC 20-31-3-1(c-d), the Indiana Department of Education's (IDOE's) Office of Student Pathways and Opportunities partnered with Inspire Success to conduct a research study that defined essential postsecondary skills necessary to promote future success in employment, enrollment, or enlistment leading to service.

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https://iu.instructure.com/courses/1997492/files/124500020/download?download_frd=1

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Error - Stale Request

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Left unchecked, this can cause errors on some browsers or result in you returning to the web site you tried to leave, so this page is presented instead.

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You may be seeing this page because you used the Back button while browsing a secure web site or application. Alternatively, you may have mistakenly bookmarked the web login form instead of the actual web site you wanted to bookmark or used a link created by somebody else who made the same mistake.

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USH.5.3 Identify and explain key events from Versailles to Pearl Harbor that resulted in the United States entry into
World War II.

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- Students will be able to create a timeline reflecting the actions that led up to the U.S. entering World War II, including events from the Treaty of Versailles to Pearl Harbor.
- Students will be able to describe the events of Pearl Harbor and how it directly resulted in the United States entering World War II.
- Students will discuss with peers the indirect events leading up to Pearl Harbor, which prompted the U.S. to enter the war.

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- Students will create a timeline of the events from Versailles to Pearl Harbor listing at least 5 key events escalating the tension between the U.S. and other nations.
- Students will write a short essay on the events of Pearl Harbor and its importance in the involvement of the United States in WWII.
- Students will participate in a discussion forum where they might discuss their timeline and why they highlighted specific events leading to the U.S. entering into WWII.

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- Students will be graded on the accuracy of the information on their timelines, they will need to have 5 key events listed, including dates and short descriptions of each event.
- In the short essay students will be evaluated on the reasons they list for Pearl Harbor being an important event. They will also need to have listed an accurate reason why Pearl Harbor was the catalyzing event for the entry of the U.S. into WWII.
- Students will post on a discussion forum about one indirect event leading to the entry of the U.S. into World War II. They will need to comment on two other students' post, engaging in discussion about these events.

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- Students will choose at least two short stories to read and then list three key events or factors that they would include in a summary.
- Students will write a summary for each short story they read focusing on key events, characters, and settings of their story.
-Students will switch summaries with a partner and then grade their partners summary. They will then rewrite their partners to try to make it even better and add anything their partner may have missed or take away anything that shouldn't be there.

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-Students will be graded on the accuracy of the summaries they have written. They must include key events, characters, and settings. They should also be descriptive and not have too many filler sentences.
- Students will be evaluated on how well they graded and revised each others summaries. Their rewritten versions should be an improvement from their partners and include all the key events, characters, and settings.
- Students will then write down in an email one or more things they are struggling with or find difficult with writing summaries. Along with one thing they have learned about writing summaries. These will provide me with things I need to reteach or focus on in a new lesson. This will also show me what they have learned and discovered about summaries.

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8.1.25 Identify the factors and individuals which influenced the outcome of the Civil War and explain the significance of each.

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- Students will be able to identify and explain the role of the most influential leaders during the Civil War.
- Students will be able to analyze how factors and events connected to one another and influenced the outcome of the war.
- Students will be able to rank and justify their rankings of the most significant factors and people during the war.

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- Students will create a Fakebook profile (and create 5 or more posts on that profile) for one of the most important leaders of the war (there would be a list of 5-7 leaders for them to choose from).
-  Students will create a bingo card with 9 factors/events on the card and the clues will be the definition or explanation of those factors/events.
- Students will be given a tournament-style bracket (one with people and one with factors) and will fill out the bracket based on who/what they think is more significant until they get a winner.

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- Students must write down 3 things they learned about each leader from other profiles created by other students and will be graded on participation, effort, and demonstration of accurate information.
- Students will be graded on the accuracy of the factors and definitions they put on their card and will play bingo with other students in the class.
- Students must explain why the chose to advance each person or factor and will be graded on the accuracy and explanation of their justifications.

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VA:Cr1.1.Ka
Engage in exploration and imaginative play with materials.

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- students will be able to connect their lines drawn to make complete shapes
- students will be able to identify dark and light shades and hues of colors
- students will be able to utilize different mediums to draw and paint with control

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Learning Objective Three: Students will comprehend the ability to distinguish between different months/seasonal weather conditions. the student will be able to explain how their behavior/routine changes during these contrasting seasons and the student will point out differences and apply this learning in a creative way.

Learning Objective Two: The student will be able to Describe seasonal changes and how this can affect the environment, ask students to point out real world examples (i.e. snow, rain, wind.) What happens to the environment, such as trees, leaves, and animals? learners will be able to answer open-ended questions and identify seasonal weather patterns.

Learning Objective One: students will reflect and compose a scenario of what the environment would look like in a specific season. The student will be able to look at the weather and how different seasons change with different times of the year.

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- Students will create a piece based on a provided reference picture (one dog or one cat...etc) and draw it with only shapes
- students will be given a sheet with outlines of shapes/ or we will draw the shapes together(3 of each shape). They will pick one light and one dark color, and need to fill in 2 shapes, one light one dark, and then make or pick a medium shade to color in the third shape
- students will be introduced to abstract art and then given drawing materials (pencils) and they will draw shapes and lines on their paper and then they'll be given a colored medium (paint, chalk pastel, markers, oil pastel, colored pencils... etc) and they will be able to create an abstract piece of art.

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- students will be evaluated on their ability to connect their lines and complete their shapes while also being able to arrange shapes into a legible picture.
- students will be graded on how well they were able to identify a light and a dark color and combining them or choosing a medium shade. They will also be graded on how well they fill in shapes or the object they drew with correct color identification.
- students will get a grade based on how well they can control their medium to make a piece of legible art with meaning of color and shape, rather than simply mixing colors on their paper or scribbling.

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3.LS.2
Plan and conduct an investigation to determine the basic needs of plants to grow, develop, and reproduce.

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- Students will learn how to create a nurturing environment to support plant growth.
- Students will be able to differentiate the negative and positive effects of different types of water on plants.
- Students will able to understand and explain the reproduction system of plants.

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- Students will be responsible for growing their own plants including watering, making sure there is the correct soil needed, and proper about of sunlight.
- Students will keep a daily sketchbook to show the growth of their plant.
- Prior to growing a plant the students will complete a research presentation about their plant. Post experiment the students will create a poster presentation showing the knowledge they gained about the plant.

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1C.P.NH.a
I can present information about myself and familiar topics using original simple sentences in my heritage language.

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9-10.RL.4.1
Evaluate the extent to which multiple interpretations of a story, play, or poem stay faithful to or departs from the text or
script.

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-students will be able to identify the components of different interpretations of a story, play, or poem that are similar
-students will be able to identify the components of different interpretations of a story, play, or poem that are different
-students will be able to compare how different other interpretations are from the original

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-Students will read Romeo and Juliet and watch movie adaptations. Students will then write down the similarities and differences they notice
-Students will compare the movies in terms of how similar and different they are from the play
-Students will make a Venn Diagram for each movie adaptation and compare to the play

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-students will read a story and watch the movie adaption(s). Students will list the similarities
-students will read a story and watch the movie adaption(s). Students will list the differences
-students will compare works other than the original and determine which is most similar and which is most different

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- Students will be graded on the accuracy of their research and their presentation skills such as organization, knowledge of the subject, eye contact, and voice.
- Students will be evaluated on the post presentation based on their knowledge improvement and presentation skills.
- Students will be graded on their effort and ability to apply their knowledge to real world scenarios.

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Students will be able to:
- Identify key vocabulary terms from the chapter to describe themselves or the topic being discussed
- Explain the topic by giving an idea of what it is, why it's interesting, and how it relates to them.
-  Demonstrate skills such as fluency, grammar accuracy, and vocabulary accuracy during their description

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2nd Grade Earth and Space Science

2.ESS.2

Investigate the severe weather of the region and its impact on the community, looking at forecasting to prepare for, and respond to, severe weather.

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1.) Students will be able to identify what kinds of severe weather most commonly occur in the region (Monroe County).

2.) Students will be able to cite the lesson materials and articulate what kinds of forecasting would indicate severe weather.

3.) Students will be able to act out or illustrate how they would respond to severe weather in their area.

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1.) Before the lesson begins, I will allow the students to come up to the smart board and play with a tornado simulator to engage them and allow them to think about what they know of tornadoes before I introduce the lesson.

2.) I will ask students to think/pair/share. They will get with a partner and discuss with each other what they know about tornadoes, how to tell when one is coming, how to prepare for one, and what to do if there is one in the area.

3.) We will have an informal class discussion about what the students shared.

4.) Students will be asked to watch a video about what tornado is. We will also read a short booklet called "Tornado Drill".

4.) Students will get into groups.
- Group 1 will research the fundamentals of tornadoes: strength & categories and the highest category tornado recorded in Monroe County.
- Group 2 will research how tornadoes are forecasted, what words to listen for, and show what they look like on a radar.
- Group 3 will research and make an example plan of how to prepare for a tornado and what to do if one is occurring at school.
- Group 4 will research and make an example plan of how to prepare for a tornado and what to do if one is occurring at home.

5.) Each group will choose a presenter and a mode of presentation to share their findings with the class. They can use a powerpoint, illustrate their findings, act them out for the class using a script, etc.

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1.) After each group has presented to the class, I will have another informal discussion with the class where make a bulleted list of our favorite facts/ideas we learned from each group.

2.) Next, students will be asked to fill out an informational writing sheet about tornadoes. They will list their four favorite facts, draw an illustration of a tornado, and then write about how they would use what they learned in class to prepare for a tornado either at school or at home.

3.) Finally, students will be asked to transmute what they learned today in any way they would like. They can draw pictures, write a poem, make a comic, make a song, or anything else they'd like to do to show what they learned.

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5.NS. 1
Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. Write the results using >, =, and < symbols.

Learning objectives
-Students will be able to identify the size of mixed numbers.
-Students will be able to compare and list the right order of the given fractions.
-Students will recognize decimals to thousandths and list the right order of a certain given numbers.

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-There will be short cartoon video including the knowledge of fractions and decimals to help students identify the size of numbers.
-An online game will be presented by the teacher during class to help students have quick sense of the size of the order for numbers.

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8th grade art class:
VA: PR6.1.8a
Analyze how and why an exhibition or collection may influence ideas, beliefs, and experiences.

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-At the beginning of next class, there will be 2 short questions to test whether students could list the right order from big to small of the fractions and mixed number.
-Involved parents in kids' study. Let kids tell their parents what they've learned in class today after class and let the parents sent "check" in parents communication group. (Well teachers could list the topics taught in class today to the parents first in the chatting group and then let the parents to see if student's repetition is correct)

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-Students will be able to read and interpret famous artworks.
-Students will be able to recognize meaning in art pieces and their influences.
-Students will be able to express themselves and their beliefs clearly through art.

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- Students will each be assigned a particular artist (Vincent van Gogh, Monet, Georgia O'keefe, Frida Kahlo, etc.) and research the style the use. They will then have to create their own artwork in the style of the selected artist.
- Students will take a virtual tour of any contemporary art museum they choose. They will choose any artist or work of art in the museum and write a paragraph describing how their chosen artwork influenced other artists.
- Students will read this article about modern political art: https://www.widewalls.ch/magazine/political-art . They then will make their own political cartoon.

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What is political art? Is it different than the art itself and could it be the art beside the politics, as we know the political truth is the ruling mechanism over all aspects of humanity? From its beginnings, art is inseparable from the societies and throughout its history authors always reflected the present moment bringing the artistic truth to the general public. For Plato and Aristotle, mimesis - the act of artistic creation is inseparable from the notion of real world, in which art represents or rather disputes the various models of beauty, truth, and the good within the societal reality.

Hence, position of the art sphere is semi-autonomous, as it is independent field of creation freed from the rules, function and norms, but on the other hand, art world is deeply connected and dependent from artistic production, ways of curating and display as well as socio-economical conditions and political context.

The Realm of Political Art

In times of big political changes, many art and cultural workers choose to reflect the context within their artistic practices and consequently to create politically and socially engaged art. Art could be connected to politics in many different ways, and the field of politically engaged art is rather broad and rich than a homogenous term reducible to political propaganda. There are many strategies to reach the state of political engagement in art and it includes the wide scale of artistic interventions from bare gestures to complex conceptual pieces with direct political engagement intended to factual political changes. But when disputing politically engaged art, we must not forget that art is not and could not be the mere means of political action nor reduced to this specific function; although it could be an active part of activist practice.

Beyond the Aestheticization of the Politics

In the 20th century, the aestheticization of the politics was heavily criticized as a try to conceive regular practices of life and societal behavior as innately artistic, and to introduce politic values to art, by structuring it as an art form in order to normalize emancipatory or revolutionary practices and enclose it to the autonomous field of art. This was the concept first coined by Walter Benjamin and later developed in the thought of Frankfurt School. It was also the philosophical reaction to the appropriation of the art by the Fascist regimes in Europe. In the light of this theory, the polar opposite of these practices of aestheticization would be the term of the politicization of aesthetics - a kind of revolutionary praxis of rethinking the depoliticized field of art production and adding the wider political or rather an emancipatory character to the art work.

Liberation of Art

The main idea behind the liberating art from the corrupting politic movements such as Fascism, Nazism or any other reductive and destructive social agenda, is to reclaim its autonomy once again. For any artistic work is crucial to be free from the function and especially transgressing its subordinate position when art is reduced to the political tool of ruling mechanism. The very act of negation or disagreement with the negative or harmful within the politics is crucial for understanding the core value of political artists and the politically engaged art in whole. As artistic practice is the act of creation, intervention into the body of real world, art, as a form of social action, is a very mighty tool of the political imagination, by (re)presenting the world, not in a sudden, but in some further or better condition.

Political Role of Art

When questioning the role of art today, we must be aware of the illusive borders between art and life, art and media, art and society, as well as art and activism. In so many cases of artist works, it is hard to formulate not just the notion of art but even its position within the society. In contemporary societies, it is important to abandon the romantic visions of art's mission, but at the same time to insist on the constant questioning dominant politics within the art, maintaining and fight for the inherent artistic freedom of speech and expression. The role of political art has always been crucial since it is one of rare uncorrupted forces of emancipatory action and battlefield of the crucial dispute what is and what could be beauty, truth, and the good.

Influential Political Artworks

In the course of art history there are many examples art was the crucial reflection of political context. Moreover, analyzing and disputing the art pieces, we learn about life and circumstances from which we are far away in space or time. The art pieces were critical or undue to the dominant values of its time, we often understood as a political avant-garde, the announcement of the political changes that followed. Here, we would like to present different politically engaged art works, trying to display the wide specter of political action within the field of art, without pitfall of losing the art qualities and becoming the political agenda itself. The selection we made addresses the questions of wars and political conflicts, rise of fascism, revolution and social change, as well as human rights activism, feminism, autonomy of art or various problems of artistic production and work itself. Methodologies, media or artistic strategies are numerous in political art and proving that politically committed artworks and the work of political artists in general is not reducible to propaganda.
Featured images:Norman Rockwell - The Problem We All Live With, 1964; Pablo Picasso - Massacre in Korea, 1950; Dmitri Vrubel - The Kiss, 1990; Banksy - Flower thrower, 2003; Ai Weiwei - With Flowers, 2013; Yoko Ono - Sky Landing, 2016.
Vladimir Tatlin - The Monument to the Third International from 1917

Tatlin's Constructivist tower was planned to be the moving sculpture of the Revolution, the dynamic metaphor of uprising the modernity, revolutionary thinking and the new world order. Besides its monumental and poetic value, the structure should have architectural functions and could have been used for conferences and different governmental functions. Due to economic crash in post-revolutionary Russia, the Monument to the Third International has been never built but its smaller size models are situated in Stockholm, Moscow and Paris.
Featured image: Vladimir Tatlin - The Monument to the Third International, 1917
Diego Rivera - Man at the Crossroads from 1934

Man at the Crossroads was a mural by in the Rockefeller Center, New York. The process of painting and the life of the fresco painting itself raised a big controversy since Rivera included images of V.I. Lenin and motifs of a Soviet Russian May Day parade on it. Despite protests from artists, Nelson Rockefeller ordered the destruction of this political artwork before it was completed. There are only a few black and white photos of the finished paintings, photographed by the artist himself.
Featured image: Diego Rivera - Man at the Crossroads, 1934, detail
Max Ernst - Europe After the Rain from 1940-42

Europe After the Rain is surrealistic landscape of dystopian Europe after the enormous destruction in Second World War, painted by who was personally affected by the Nazi politics in Germany. The paysage is dominated by pessimist feelings of emotional desolation, physical exhaustion and deep fears, which are rather archetypal concern over the humanity than just actual reflection on .
Featured image: Max Ernst - Europe After the Rain, 1940-1942, detail
Peter Kien - Watercolor of Terezin from 1944

Concentration camps are always considered as the epitome of the war horror. Jewish artist Peter Kien was imprisoned in Terezin, where he used stolen artistic materials to witness the living conditions in the Terezin ghetto. A true example of political art, his artworks transgress the field of art, being one of the most important documents recalling the truth on a concentration camp and the inhuman conditions of inmates. In 1944, the same year he painted the Watercolor of Terezin, Kien was deported in Auschwitz, where being brutally killed at the age of twenty-five.
Featured image: Peter Kien - Watercolor of Terezin c1944, detail via azdaily
Pablo Picasso - Massacre in Korea from 1950

Pablo Picasso was the heavy critic of the American war intervention in Korea, so the painting Massacre in Korea is often considered as one of Picasso's communist works and an example of his political art. The artworks posses strong reflection of one of the first paintings of the new age - Francisco Goya's masterpiece The Third of May 1808 from which it derives the political statement comparing the American forces in North Korea with the imperialistic Napoleon army, Tyrant of Europe. The artist openly depicted civilians killed by anti-communist forces as heroes standing erect and mocked the misshaped firing squad.
Featured image: Pablo Picasso - Massacre In Korea, 1951, detail via thecahokian
Norman Rockwell - The Problem We All Live With from 1964

Norman Rockwell's painting The Problem We All Live With is directly addressing the racism in America and the universality of the people being affected with these harmful politics. The painting reflects the real fact that the African-American girl was escorted on her way to elementary school by four US marshals, walking in front of the protesters in 1960 at New Orleans. Racist graffiti, limited freedom of movement, racial segregation at schools were the reality of the American south in 1960s so the artist raise a voice against it and made this important and influential political artwork.
Featured image: Norman Rockwell - The Problem We All Live With, 1964, detail
Barbara Kruger - We don't need another hero from 1987

Conceptual artist Barbara Kruger, is best known by subversive design work concerning consumerism, feminism and women identity politics . We don't need another hero in one of the main examples of her reduced agitprop style, with use of black and white photography, red banners and a single bold font, where Kruger reflects the gender roles imposed from the earliest age. This political art piece strongly recall popular 1985 song by Tina Turner, also featured in blockbuster movie Mad Max Beyond Thunderdome.
Featured image: Barbara Kruger - We don't need another hero, 1987
Guerilla Girls - Do women have to be naked to get into the Met. Museum? from 1989

The , an anonymous group of female and art-world professionals in 1989 placed the poster illustrating the statistic data that less than 5% of artists included in Modern Art Sections were female, but more than 85% nudes are women. Do women need to be naked to get into the Met. Museum get a big echo in the world of art, since it make people rethink the consequences of exclusively male gaze on women body in the dominant art canon.
Featured image: Guerilla Girls - Do women have to be naked to get into the Met. Museum? 1989, detail
Dmitri Vrubel - The Kiss from 1990

The world famous graffiti at the Berlin wall, originally named My God, Help Me to Survive This Deadly Love, but also known as The Kiss, The Kiss of Death or the Fraternal Kiss is depiction of a historical kiss between Leonid Brezhnev and Erich Honecker at the ceremony of the foundation of the German Democratic Republic. It is interesting that the graffiti was created by in 1990s after the Berlin wall was down and it reflecting the continuation of the politics from the cold war era in the time of changes.
Featured image: Dmitri Vrubel - The Kiss, 1990, photo detail via disappearingman
Banksy - Flower Thrower from 2003

Flower Thrower is one of the most iconic images of the famous street artist Banksy. The stencil art piece depicts the man, bombing the establishment with flowers. The image is reminiscent of images from the 1960s campus and street riots and it is connected to the Jerusalem gay parade incidents. The name originates from a Poem "Wage Peace" by Judyth Hill, written after the events of 9/11 in 2001.
Featured image: Banksy - Flower Thrower, 2003
JR - Face2Face project in Gaza from 2007

In 2007, two street artists and Marco organized the largest illegal photography exhibition ever under the project Face 2 Face. At the streets in several Palestinian and Israeli cities, the artists placed the portraits of Israelis and Palestinians as face to face, in large formats. In conflicted zones, this project brings unavoidable identification and humor while looking at series of laughing people separated only by their national and religious affiliation, but united in humanity.
Featured image: JR - Face2Face project in Gaza, 2007, photo
Shepard Fairey - HOPE poster from 2008

The Hope was created in 2008 as grassroots imagery and at the time it said 'progress' but after the Obama's campaign team fancied the work, it was changed to 'hope', and become the unofficial visual of the elections. Shepard Fairey is an American contemporary street artist, graphic designer, activist, illustrator who inscribed the political statement of the expected progress and hope in United States in 2008, within this effective propaganda poster. After many years, it becomes a document on the political positions of the people as well as their unrealized hopes.
Featured images: Shepard Fairey - PROGRESS poster, 2008; Shepard Fairey - HOPE poster, 2008
Terry Richardson - Portraits of President Barack Obama from 2012

As a first African-American US president, Barack Obama was the endless source of inspiration for artists, who frequently inscribe their emancipatory politics into his figure. In his series of portraits, Terry Richardson tried the counter strategy - to liberate the celeb face of the president from the symbolic and to fit his appearance into own pop culture aesthetics.
Featured image: Terry Richardson - Barrack Obama, 2012
Ai Weiwei - With Flowers from 2013

With Flowers is a part-protest part-performance art piece of the famous Chinese artist and dissident , started as a reaction against the confiscation of his passport. The artist placed a bouquet of flowers in the basket of a bicycle in front of his studio in Beijing and action of endured for about 600 days. Ai started the performance on November 13, 2013, more than two years into his confinement.
Featured image: Ai Weiwei - With Flowers, 2013
Yoko Ono - Sky Landing from 2016

Sky Landing in the Garden of the Phoenix in Jackson Park in Chicago is the first permanent installation in Americas by the famous conceptual artist . Sky Landing is created as a symbolic gesture of peace, harmony and healing. In her concept Yoko stated "I want the sky to land here, to cool it, and make it well again".
Featured image: Yoko Ono - Sky Landing, 2016
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15 Influential Political Art Pieces | Widewalls

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What is political art? Is it different than the art itself and could it be the art beside the politics, as we know the political truth is the ruling mechanism over all aspects of humanity? From its beginnings, art is inseparable from the societies and throughout its history authors always reflected the present moment bringing the artistic truth to the general public.

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- Students will be graded on how well the style of their famous artist is presented in their artwork.
-Students will be graded on their completion of their paragraph on how famous artists and artworks have influenced others.
-Students will be graded on how well they present their ideas and beliefs through their own artwork.

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K.NS.1 Count to at least 100 by ones and tens and count on by one from any number.

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Elementary Science
5.ESS.1
Analyze the scale of our solar system and its components: our solar system includes the sun, moon, seven other planets and their moons, and many other objects like asteroids and comets.
5.ESS.2
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky

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- students will count to 100 by ones, and tens.
-students will choose from a random number and count untill 100 by ones.
-students will delevope the ability to count by ones and tens.

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9-10.RL.4.2: Analyze and evaluate how works of literary or cultural significance draw on and use allusions, archetypes, symbols and allegories from myths, traditional stories, or religious works, including how the material is rendered new.

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Students will be able to...

Define and identify these literary devices: symbol, allusion, allegory, and archetype

Analyze the message the author is trying to convey through these literary devices

Evaluate other interpretations of the author’s message and decide whether they agree or disagree

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4.RV.3.3
Explain the meanings of proverbs, adages, and idioms in context.

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- Students will recognize and explain the meaning of common idioms, proverbs, and adages.
- Students will be able to interpret and analyze idioms, proverbs, and adages in a story.
- Students will be able to write their own idioms, proverbs, and adages in a literary paragraph.

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- Students will be given examples of idioms, proverbs, and adages to match to their figurative meanings.
- Students will read a story and circle or identify all of the idioms, proverbs, and adages they see while reading the story.
- Students will write their own paragraph using at least one of each type of these figures of speech.

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- Students will be graded based on their accuracy in matching and defining idioms, proverbs, and adages to their figurative meanings.
- Students will be graded on their ability to identify and decipher the differences between idioms, proverbs and adages through reading a story and finding them.
- Students will be assessed on their ability to write idioms, proverbs, and adages in their own text and words.

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2.M.7:
Find the value of a collection of pennies, nickels, dimes, quarters and dollars.

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K.NS.3

Find the number that is one more than or one less than any whole number up to 20.

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-Students will be able to name each currency by comparing the values from least to greatest.
-Students will be able to represent values with any combination of coins or dollars.
-Students will be able to use money symbols appropriately.

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Students will be able to add and subtract any one number under 20
Students will understand which number follows every number under 20
Students will confidently understand the different between subtraction and addition

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-Students will be put into groups of 2-4 and each be given a different amount of "money". They will first find who has the most and then they will add up their money as a group to find the total.
-Students will roll a dice, each number on the dice represents a certain amount of money. For example: the number one on the dice represents a penny and so on. They will roll the dice until they reach the amount of $1.00 and count how many rolls it took to reach $1.00.
-Students will be given the prices of items at a farmer's market. For example: an orange is 15 cents. They will be given questions such as "Is this enough money to buy 2 oranges?" next to this question is 2 dimes. So, they will have to figure out how much money is 2 dimes and if that is enough for 2 oranges, and so on for the other questions.

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3-5.CD.2
Understand the pervasiveness of computers and computing in daily life (e.g., voicemail,
downloading videos and audio files, microwave ovens, thermostats, wireless Internet, mobile
computing devices, GPS systems).

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-Students will use paper clips to see the visual of adding and subtracting one
-Students will use worksheets to do some quick addition and subtraction
-Students will videos to watch on how to understand basic counting skills
-Students will play a counting game with items found in their bedroom

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1. Students will be able to describe what technology is

2. Students will be able to list examples of technology they use in their daily life

3. Students will be able to demonstrate how technology might be used to accomplish new tasks

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-Students must complete a one page sheet on basic addition and subtraction
-Students will do an at home project that requires them to collect 20 small items  and take pictures of different amounts based on a question. An example of one of them questions will be how many paper clips will there be if you have 10 and you take away 1.

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I think this is a great lesson. I really like how interactive and engaging this will be for the students. Having them do their own garden and see up close how it evolves will be super beneficial. - Mia Casher

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I really like using online simulations. I think that is a great idea. Students love when they can do activities like this because it begins to feel like a game and they are learning without even realizing - Mia Casher

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-Students will be graded on team work and if they can correctly add the amount of money together.
-Students will be graded on how well they can add different amounts of money while multi-tasking.
-Students will be graded on their memorization of the value/names of each coin/dollar to complete questions.

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Social Studies
7.3.11 Analyze current issues and developments related to the environment in selected countries in Africa, Asia and the Southwest Pacific.

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1. What are environmental concerns in different African, Asian, and South West Pacific nations and regions

2. What can be done to resolve or mitigate these issues

3. What efforts are being made to resolve the issues right now

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1. Students will use 2 interactive maps to compare the Air Quality in the world and the coal production in those areas. A short discussion to look into these will take place

2. Students will read and group up to discuss the contents of the reading. Then the class can discuss as a whole any other questions they have

3. Students will create a presentation to discuss a single environmental issues in either Africa or Asia and present to the class in a very informal manner

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The following day ask students to write 3 sentences on what they learned from their fellow students presentations. Perhaps ask a few of them to share with the class

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USH.1.1
Read key documents from the Founding Era and analyze major ideas about government, individual rights, and the general welfare embedded in these documents.

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- Students will assemble a presentation introducing themselves to classmates only speaking the heritage language, at least 1 minute long
- Students will have conversations with a partner to ask questions about each others presentations
- Students will participate in a discussion board to write about one thing they learned they have in common with another student.

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1. Students will apply their knowledge with their classmates on what they already know about this time period.
2. Can identify the founding fathers while discussing the importance of each figure.
3. Student will analyze and demonstrate their knowledge of the Declaration of Independence

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- Students will be graded on the amount of content in their presentation. This considers descriptions, knowledge about the topic, etc.
- Students will be graded on their heritage speaking skills. This considers factors such as fluency, eloquence, grammar, etc.
- Students will be evaluated on their presentation and communication skills, such as avoiding pausing while speaking, relying on notes, scripts, images, speaking english, and being able to keep eye contact with audience/partner.

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K.3.5: Describe and give examples of seasonal weather changes and illustrate how weather affects people and the environment.

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- Students will reflect and correlate the type of weather with what they experience at home. Allow them to point out different weather actions and how they allow for different activities. Allow students to reflect and match each action given with what season it is for.

- Give students some time to look outside and review the weather patterns happening in the forecast at the moment of teaching. Review the types of weather patterns each student sees and allow each student to reflect on the environment normally surrounding the area they live in.  Ask them if this is how it is all the time and if not, what differential patterns exist between this season and the next?

- Give students some time to look outside and review the weather patterns happening in the forecast at the moment of teaching. Review the types of weather patterns each student sees and allow each student to reflect on the environment normally surrounding the area they live in.  Ask them if this is how it is all the time and if not, what differential patterns exist between this season and the next?

- Begin with student obtaining some colored pencils or crayons and a piece of paper. Ask student to draw what their favorite time of year is, and provide brief examples of each  season.  (i.e., what can we do in the summer? Swim! Why do we want to swim?” continue with open-ended questions about the environment, allowing student to formulate their own thoughts and sketch a photograph using this imagination given to them.

- Ask student to think about why the weather changes, and give student a chance to think about what exactly causes the weather. Explain that this is because the earth is round, and that it revolves around the sun. difference in parts around the world depend on how the earth rotates around the sun. grab a globe and make a fist. Rotate the globe around your fist, explaining that weather changes because of how the Earth moves, with the globe as the earth and your fist as the sun. Allow student to think about how the earth rotates around the sun, what day-to-day activities can resemble this? (think of a ball rotating on the ground. The ground stays the same, meanwhile the ball moves all over.)

- construct  real-world examples to recognize differences between each season, such as when the student’s birthday is celebrated? What activities do you regularly do on different holidays, and how does the weather affect what you do? Apply student’s real life examples to how the earth moves and what it means. Is it colder? Is it warmer? What clothes are you able to wear? What changes in what you are able to normally  do?

- Ask student to reflect on their papers about how certain weather conditions make them feel. Do you feel happy during summer and sad during winter or vice versa? Ask them to explain how and why they feel that way. Begin to ask student what their favorite activities are and ask them to reflect on how/if it changes during seasonal weather conditions.

- We will be creating a weather journal for the rest of the year. It does not have to be followed every day, rather every week. Bring pamphlet with student to discuss the correlational material between the seasons and a brief overview of what was learned in class today. Each week, they will write what the weather for most days was like, drawing a picture. Follow up with activities done over the week and explain how they think it will change between different seasons, if at all.

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High school U.S History

USH.2.1 Explain the causes and consequences of the Industrial Revolution.

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1. After learning what the Industrial Revolution was as a whole, students will be able to recognize America's contribution to the Industrial Revolution.
2. Students will describe the impact the Industrial Revolution had on American society and explain how it affected the working class.
3. Students will reflect on the evolution of the Industrial Revolution and how evolved over time.

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Students will able to define planets, their functions, and where each planet identify at.

Students will be able to describe and identify the daily changes of length and direction of shadows.

Students will be able to have a argument that the brightness of the sun and stars is because of their distances from the sun

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- Students will have a web quest in class assignment. Where they go on to Nasa Solar System Exploration website. Complete the worksheet that goes with the website. https://solarsystem.nasa.gov/solar-system/our-solar-system/overview/
- Each student will pick out a planet where they can make a poster/presentation.  Where they have to do research on the specific plant. Then will have to do a present to their fellow classmates
- I also show the students this brain-pop about stars and have them take the quiz after playing the video https://www.brainpop.com/science/space/lifecycleofstars/

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Overview Since 1998, NASA's Solar System Exploration hub has served as a real-time, living encyclopedia of the scientific exploration of our solar system. We provide reliable, accurate, up-to-date information about the planets, moons, asteroids, comets, and everything else in our solar system and the spacecraft that explore them.