In this activity students will analyze the Declaration of Intention for Albert Einstein and identify how the document demonstrates content contained within Article I, sections 8-10 of the Constitution in action.

This activity is designed to prepare students for the Constitution-in-Action Lab at the National Archives in Washington, DC. It is a part of a package of activities associated with the lab experience.

The Constitution acted like a colossal merger, uniting a group of states with different interests, laws, and cultures. Under Americaâ"s first national government, the Articles of Confederation, the states acted together only for specific purposes. The Constitution united its citizens as members of a whole, vesting the power of the union in the people. Without it, the American Experiment might have ended as quickly as it had begun.

This source consists of scans of the Constitution of the United States of America. This document was drafted in secret by the delegates to the Constitutional Convention, and was signed on September 17, 1787, establishing the government of the United States.

The Constitution was written in the summer of 1787 in Philadelphia, Pennsylvania, by delegates from 12 states, in order to replace the Articles of Confederation with a new form of government. It created a federal system with a national government composed of 3 separated powers, and included both reserved and concurrent powers of states. The president of the Constitutional Convention, the body that framed the new government, was George Washington, though James Madison is known as the "Father of the Constitution" because of his great contributions to the formation of the new government. Gouverneur Morris wrote the Constitutionâ"s final language. The Constitution was a compact – though Federalists and Anti-Federalists disagreed over whether the states or the people were the agents of the compact.

Using Construct-a-Word, students learn letter-sound correspondence by combining a beginning letter or blend to a word ending to create words.

After reading "The Tempest" or any other play by William Shakespeare, students work in small groups to plan, compose, and perform a choral reading based on a character or theme.

The goal of this task is to estimate the measure of angles in triangles with integer side lengths.

The construction of the perpendicular bisector of a line segment is one of the most common in plane geometry and it is undertaken here. In addition to giving students a chance to work with straightedge and compass, the problem uses triangle congruence both to show that the constructed line is perpendicular to AB and to show that it bisects AB.

The construction of the perpendicular bisector of a line segment is one of the most common in plane geometry and it is undertaken here.

This site provides both a video and step-by-step directions on how to complete a variety of constructions.

Constructivist Teaching involves providing students with learner-centered, active instruction, where students explore ideas, propositions, explanations, solutions and take subsequent actions. The main idea of this approach is that students “construct” their own meaning through experiential learning. In a constructivist environment students are provided authentic, engaging experiences to build understanding rather than being told through a traditional lecture approach.

Students will understand the rights and responsibilities of buyers and sellers, the process of comparison-shopping, consumer protection laws, and agencies.

Students will be able to identify methods used by predatory lenders for prevention, comprehend basic consumer rights, and demonstrate knowledge of filing complaints when these rights are violated. Additionally, students will understand tactics employed by predatory lenders and be equipped with the skills to avoid falling victim to them.

Includes contact information (phone, email, physical address) for each county clerk in Utah

The purpose of the task is to help students think about how two quantities vary together in a context where the rate of change is not given explicitly but is derived from the context.

The levels of contaminants found in particular animals vary widely depending on where they fit into the Arctic food chain, as described in this video segment adapted from LOKE Films and the Arctic Monitoring and Assessment Programme.

In this video segment adapted from LOKE Films and the Arctic Monitoring and Assessment Programme, learn how human populations in the Arctic are affected by industrial contaminants in the food chain.

This is a context clue lesson plan. It includes a pre-test and post-test and strategies to teach context clues.