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\n\"Freedom\n\n
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\nLesson Planet Curated\n
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\nFreedom Is Coming: Songs of Freedom, Resistance, and the Underground Railroad\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nYoung historians examine song lyrics and slave narratives to uncover the realities of life for enslaved people. The six-lesson unit looks at the way enslaved people used music to provide hope, as well as to fight against oppression....\n
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\n\n6\nItems in Unit\n\n
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\n\"From\n\n
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\nLesson Planet Curated\n
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\nFrom Courage to Freedom: Frederick Douglass's 1845 Autobiography\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nFrederick Douglass's autobiography, Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself, is the anchor text in a four-lesson unit module. High schoolers analyze how Douglass uses literary devices and...\n
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\n\"Reality\n\n
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\nReality Check\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nTalk about a reality check! High schoolers complete a lifestyle survey indicating their preference for housing, entertainment, etc., and then calculate the salary required to support those choices. Finally, they research the types of...\n
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\n\"Reality\n\n
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\nPLS 3rd Learning\n
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\nReality Check Quiz\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAfter conjuring up images of the ideal lifestyle, young adults are given a reality check. They take an online quiz and complete an activity that requires them to put their dream lifestyle in a real-world context. They determine how...\n
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\n\"Reality\n\n
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\nWorkforce Solutions\n
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\nReality Check\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nScholars complete the Reality Chech handout that identifies their potential salary given a specific profession. Pupils examine the lifestyle options and choose what they wish to have; however, each item costs money and, depending on how...\n
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\n\"Virtual\n\n
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\nInstitute of Electrical and Electronics Engineers\n
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\nVirtual Reality and Anaglyph Stereoscopic Technology\n

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\n\nFor Students\n\n6th - 9th\n\nStandards\n
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\nExperiment with 3-D glasses to learn about stereo images and virtual reality. Scholars look at various images to determine if green/red or red/cyan glasses are preferable. They determine distances between images using the 3-D glasses and...\n
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\n\"Reality\n\n
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\nReality Store: How to Plan a Budget, Pay Bills, and Manage Your Money\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nPupils plan a budget and pay bills when they visit the \"Reality Store,\" a series of classroom studying stations. The use of paying bills and running a class store is used to help students grasp the concept of business.\n
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\n\"Madame\n\n
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\nMadame Bovary: Illusion And Reality\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents examine examples of illusion and reality in Madame Bovary by Gustave Flaubert. In this Madame Bovary lesson, students discuss the character of Emma and what her decisions tell about her character.  Students discuss major...\n
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\n\"Avoiding\n\n
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\nAvoiding Reality\n

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\nEighth graders examine the trait of perseverance. In this character education instructional activity, 8th graders discuss how to deal with reality. Students consider how to help others facing difficult situations.\n
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\n\"Reality\n\n
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\nReality vs. Fantasy\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nIn this reality and fantasy worksheet, students label sentences as either being reality and fantasy, and then complete a Venn Diagram for a dragon and a dinosaur. Students label 10 sentences.\n
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\n\"The\n\n
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\nThe Myth and the Reality: Pioneering in the Midwest\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nStudents examine the myth and reality of settlement in the Upper Midwest during the late 19th and early 20th centuries.\n
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\n\"How\n\n
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\nTED-Ed\n
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\nHow Fiction Can Change Reality\n

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\n\nFor Students\n\n7th - 12th\n
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\nStories are much more than they seem. They can change a person's point of view and provide beliefs. Challenge your class to consider the role of classic and modern literature in shaping the world. The video provides several examples,...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA Bracero Compares Expectations versus Reality of Life in the United States\n

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\n\nFor Students\n\n8th - 12th\n
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\nIn this primary source analysis worksheet, learners analyze an interview with a bracero who describes the expectations and realities of life in the United States. Students respond to 3 short answer questions based on the...\n
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\n\"Women\n\n
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\nCurated OER\n
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\nWomen in the WWII Workplace: Propaganda vs. Reality\n

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\n\nFor Students\n\n8th - 12th\n
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\nFor this propaganda worksheet, students analyze posters of Rosie the Riveter and respond to 4 short answer questions about the poster and World War II realities.\n
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\n\"Harriet\n\n
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\nCrafting Freedom\n
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\nHarriet Jabocs and Elizabeth Keckly: The Material and Emotional Realities of Childhood in Slavery\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearning how to make accurate inferences by putting together facts found in multiple sources is one of those skills all learners must develop, but one that can be a challenge to teach. This resource is a must-have for your curriculum...\n
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\n\"Harriet\n\n
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\nCrafting Freedom\n
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\nHarriet Jabocs and Elizabeth Keckly: The Material and Emotional Realities of Childhood in Slavery\n

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\n\nFor Teachers\n\n3rd - 5th\n\nStandards\n
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\nThrough the journals written by Harriet Jacobs and Elizabeth Keckly, young readers gain insight into the lives of two enslaved children on nineteenth-century plantations.\n
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\nThe City Symphony- The Original Reality Show\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents discuss the purpose of city symphonies that were used in the past. In groups, they compare and contrast the social systems of a school and city to create their own city symphony video together. They also write what is known as...\n
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\n\"Westward\n\n
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\nRoy Rosenzweig Center for History and New Media\n
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\nWestward Expansion: Image and Reality\n

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\n\nFor Teachers\n\n5th - 8th\n\nStandards\n
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\nAs your young historians study Westward Expansion, practice in-depth primary source analysis with the documents and guidelines presented in this resource. They will examine a lithograph and excerpts from two letters written by a Nebraska...\n
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\n\"Harriet\n\n
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\nNational Endowment for the Humanities\n
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\nHarriet Jacobs and Elizabeth Keckly: The Material and Emotional Realities of Childhood in Slavery\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nYoung historians learn how to make generalizations based on primary sources in a lesson plan that uses the autobiographies of two women born into slavery. The class watches a historical re-enactment of scenes from the lives of Harriet...\n
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\n\"American\n\n
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\nLiteracy Design Collaborative\n
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\nAmerican Dream: Reality, Promise or Illusion?\n

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\n\nFor Students\n\n10th - 11th\n\nStandards\n
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\nDream or nightmare? Class members craft a synthesis essay with textual to determine to what extent the United States has fulfilled the ideas embodied in the America Dream.\n
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\n\"Is\n\n
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\nIs Perception Reality? Writing Paradoxes in Poetry\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nExplore the paradox of the universe - or, at least, of popular music - with this lesson. Using the songs \"Inaudible Melodies\" by Jack Johnson and \"She\" by Green Day, your class will complete a graphic organizer to help them understand...\n
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\nUnderstanding and Predicting Changes in Population Size – Exponential and Logistic Population Growth Models vs. Complex Reality\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nSalmonella poisoning impacts over 200,000 people in the United States each year. Scholars learn about the growth of these bacteria using multiple approaches. Then they apply the same growth calculations to endangered species and think...\n
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\n\"Altered\n\n
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\nUniversity of Minnesota\n
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\nAltered Reality\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nFascinate young life scientists by showing them how their brain learns. By using prism goggles while attempting to toss bean bags at a target, lab partners change their outlook on the world around them, producing amusing results....\n
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\n\"Colonial\n\n
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\nThe Great War\n
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\nColonial Glory And World War 1 Reality - British Field Marshal John French\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nDespite the violence of the colonial era, Great Britain was not prepared for the sheer volume of casualties in the Great War. British Field Marshal John French was one of the first to direct Britain's fight, but he was dismissed when the...\n
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