This lesson examines the beginnings of the women’s suffrage movement as an outgrowth of the abolitionist movement. Students will learn about key figures who were involved in both movements and analyze primary source documents to compare abolitionist and women’s suffrage arguments.

In this lesson, students will analyze primary source excerpts from various viewpoints. Students will use these sources to interpret why most Utah women’s voting rights were granted, rescinded, and returned between 1870 and the achievement of statehood in 1896.

It is estimated that more than 30,000 Sudanese boys were orphaned or separated from their homes and families by the civil war that tore apart South Sudan between 1984 and 2005. Atem Aleu, from the Dinka tribe, was seven years old when his village was attacked. When Atem, out in the fields tending the cows with the other Dinka village boys heard the gunshots, they fled and began the one thousand mile walk, barefoot from Sudan to Ethiopia and finally to the Kenyan refugee camp in Kakuma. The survivors of this tragic escape became known as the ‘Lost Boys of Sudan.’

In the following three modules, students will learn how Marian uses storytelling, film, and poetry in her activism. Her stories of Black heroes round out our history books. With love and humor, she finds allies, and starts important conversations in her effort to build a “beloved community”– one that is civil, equitable, and harmonious.

The Great Salt Lake (GSL) is drying up and molecular biologist Bonnie Baxter’s message is the harbinger of environmental devastation to come. Her unprecedented research of the lake's two major food chains, brine shrimp and brine flies, shows that both are on the brink of collapse due to increased salinization as lake shorelines recede.

An interview with Claudius, Gertrude, and Hamlet in Act 1, Scene 2 of myShakespeare's Hamlet. This video is meant to be used in conjunction with the interactive play script on myShakespeare.com.

An interview with Hamlet in Act 1, Scene 4 of myShakespeare's Hamlet. This video is meant to be used in conjunction with the interactive play script on myShakespeare.com.

An interview with Hamlet, Polonius, and Laertes in Act 1, Scene 3 of myShakespeare's Hamlet. This video is meant to be used in conjunction with the interactive play script on myShakespeare.com.

An interview with Horatio and Marcellus in Act 1, Scene 1 of myShakespeare's Hamlet. this video is meant to be used in conjunction with the interactive play script on myShakespeare.com.

In this eighth grade ELA class, students write, edit and design an opinion magazine they can share with the world.

In this unit, Dee-Dee Darby-Duffin talks about how her career as an artist took shape. Aside from downright hard work, she shares her candid insight on what it takes, and what it means.

Do you ever use online reviews to help you make decisions about movies, books, stores or music? How do you know they aren’t fake?

A New York Times columnist worries that programs like ChatGPT threaten the future of writing — and the benefits and joys of excelling at it. Do you agree?

The internet is inconceivably large. In fact, it’s essentially endless! Sometimes it’s easy to find the information you need, but often trying to find something specific can feel like looking for a needle in a haystack. This blog post outlines eight tips to help you improve your search results and zero in on what you’re looking for more quickly. It can be used with lateral reading or when teaching research.

This is a resource for students to get a better understanding of the play, Hamlet. this video is meant to be used in conjunction with the interactive play script on myShakespeare.com.

Recognize misinformation and stop it in its tracks by using RumorGuard’s 5 Factors for evaluating credibility of news and other information. This classroom poster displays the 5 Factors alongside “Knows” and “Dos” for evaluating credibility.

This lesson utilizes political cartoons to showcase the national public’s changing attitudes about most Utah women’s rights, from the late 1860s to 1920.

In this lesson, students review examples of misinformation, identify a rumor pattern and create a list of red flags to watch out for. Then students will create a social media post warning others to be on the lookout for this type of misinformation and directing them to credible sources about the subject. Finally, students will discuss the impact of misinformation on a democratic society.