Course Repository

The ILC ELA 6 - 2nd Semester materials utilize modules from EngageNY via UnboundEd with enhancements for students to access the curriculum in a digital setting. While some texts are available for free, educators will need to access the Text List in advance to identify materials to purchase prior to implementation.

In this unit, students multiply and divide multi-digit whole numbers using place value understanding, properties of operations, and the relationship between multiplication and division.

In this unit, students use area concepts to represent and solve problems involving the multiplication of two fractions and generalize that when they multiply two fractions, they need to multiply the two numerators and the two denominators to find their product. Students will also reason about the relationship between multiplication and division to divide a whole number by a unit fraction and a unit fraction by a whole number.

In this unit, students solve problems involving division of whole numbers with answers that are fractions (which could be in the form of mixed numbers). They develop an understanding of fractions as the division of the numerator by the denominator. Students then solve problems that involve the multiplication of a whole number by a fraction or mixed number.

In this unit, students find the volume of rectangular prisms and figures composed of two prisms.

This module is an integral part of the program to ensure all standards are addressed; therefore, it should be downloaded with the ILC ELA 8 - 1st Semester content. In this module, students will study World War II from the perspective of American-Japanese relations. Students will read Unbroken: A World War II Story of Survival, Resilience, and Redemption by Laura Hillenbrand and research Miné Okubo’s life after internment. Students will use different mediums to obtain knowledge on American-Japanese relations during World War II. Students will compose informal essays and narratives to demonstrate skills and knowledge. While some texts are available for free, educators will need to access the Text List in advance to identify materials to purchase prior to implementation. Module 3a can be utilized to replace Module 3b within the ILC ELA 8 - 1st Semester content, while still addressing the grade level standards.

In this unit, students answer the compelling question “How does oppression force people to either stay or move?”. This unit looks at the discriminatory practices that were still being used to suppress African Americans after the Civil War.

In this unit, students answer the compelling question “Why can't individuals have everything they want?”.

In this unit, students answer the compelling question “What is our global responsibility?”. Students will analyze primary and secondary sources using the close reading strategy to investigate and consider the unit's compelling question.

This Module is designed to give students additional practice, build knowledge and vocabulary while allowing students greater independence in their learning and an opportunity to gain mastery of the concepts taught in ILC ELA 4: Module 1 Poetry, Poets, and Becoming Writers. Students will explore poems and poetry, as well as figurative language. Students will explore more about the process of writing poetry and how figurative language can change the meaning of the text being read or written.

In this module, students will take a closer look at the factors that contribute to the success of professional athletes as leaders of social change. In Unit 1, students build background knowledge about Jackie Robinson through reading Promises to Keep, written by Jackie's daughter, Sharon. Students determine the main ideas and identify key details, using these to summarize chapters of the book. They also think about the relationship between people and events in the text as they gather factors that led to Jackie Robinson's success in leading social change. In Unit 2, students continue their study of Jackie Robinson. They build on their understanding of the factors that led to his success in leading social change by developing an opinion on which factors were most important in his success. In the first half of the unit, students work with different texts and videos, describing and comparing each author’s point of view on the factor that was most important in Jackie’s success. In the second half of the unit, students draw on the evidence they have collected throughout Units 1–2 to develop their own opinion on the factor or factors most important in Jackie’s success. They begin by participating in a text-based discussion, and then use their conclusions from this discussion to write an opinion essay on this topic. Students begin Unit 3 by reading about Jim Abbott, another professional athlete who effectively led social change in the acceptance of athletes with disabilities in professional sports. They will compare and contrast the factors that contributed to Jim Abbott’s success as a leader of social change with those of Jackie Robinson. Students then work in expert groups to research an athlete leader of social change of their choice. As with Jim Abbott, they compare and contrast the factors that contributed to their expert group athlete’s success as a leader of social change with those of Jackie Robinson, and write an essay describing the similarities and differences. In the second half of Unit 3, students look across all of the athlete leaders of change they have read about and choose three common factors to highlight in a presentation about factors that contribute to the success of leaders of social change. They deliver their presentations in pairs for the end of unit assessment. For the performance task, students create a poster highlighting one of the personal qualities that leaders of social change need to have for a display.

In this unit, students answer the compelling question “Can schools be ‘separate but equal’?”. Throughout this unit, students will be engaged in collaborative, inquiry-based study on the topic of school segregation.

In this unit, students answer the compelling question “How does Iowa corn impact Iowans and the world?”. Students will identify and organize primary source evidence that will help to answer the compelling question.

In this unit, students answer the compelling question “What would compel people to move to a new place?”. This unit helps students learn to analyze historical images and documents. Students will explore images and documents related to why immigrants have come to the United States and Iowa.

This course introduces students to the fundamental building blocks of Spanish in listening comprehension, speaking, reading, and writing.

In this unit, students answer the following compelling questions: “How did the Industrial Revolution change the production of goods?”, “How did the changes in communication and transportation affect people’s lives?” and “What were the advantages and disadvantages of industrialization?” Students will learn about the Industrial Revolution as they analyze how past events affect the world we live in.

This course focuses on contemporary global issues. Students will build knowledge about these issues to cultivate diplomacy, effective citizenship, and global competitiveness.

This course focuses on contemporary global issues. Students will build knowledge about these issues to cultivate diplomacy, effective citizenship, and global competitiveness.

In this unit, students answer the compelling question “How do Iowans work to provide for themselves, their families, and their communities?” This unit uses primary sources showing people at work to allow students the ability to compare and contrast what life was like for the workforce in 1900 compared to the 2000s and the present day.

In this module, students will read to build knowledge about the rainforest and analyze authors' craft in narrative writing to build proficiency in writing first-person narratives about the rainforest. Students will build background knowledge on biodiversity in the rainforest and rainforest deforestation to understand why scientists study the rainforest. Students will explore how authors of narrative texts about the rainforest help the reader to understand what it is like in the rainforest by analyzing the author's use of figurative, concrete, and sensory language. In Unit 1, students will build background knowledge about the rainforest, including rainforest destruction, to understand why scientists study the rainforest. Students will read excerpts from The Most Beautiful Roof in the World by Kathryn Lasky and other informational texts to analyze and compare text structure and write summaries. In Unit 2, students will read and analyze literary texts, focusing on how the point of view influences how the events in the text are described and how concrete and descriptive language help students to understand a text. Students will read several literary texts about the rainforest, including “The Dreaming Tree,” a folk tale from Brazil; The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne Cherry; and excerpts from The Most Beautiful Roof in the World by Kathryn Lasky. In Unit 3, students will apply what they have learned about point of view and narrative techniques in Unit 2 to plan and draft a first person narrative that builds out a scenario from The Most Beautiful Roof of the World by Kathryn Lasky.

This module is available as an additional unit which can be incorporated with the other program materials to ensure all standards continue to be addressed; therefore, it should be downloaded with the ILC ELA 12 - 1st Semester and ILC ELA 12 - 2nd Semester content. In this module, students will read and analyze Toni Morrison's novel Song of Solomon as they continue building the skills to craft strong informative essays and participate effectively in online group discussions.

This module is an integral part of the program to ensure all standards are addressed; therefore, it should be downloaded with the ILC ELA 8 - 1st Semester content. In this module, students read and analyze Shakespeare’s A Midsummer Night’s Dream. While some texts are available for free, educators will need to access the Text List in advance to identify materials to purchase prior to implementation. Module 2b can be utilized to replace module 2a within the ILC ELA 8 - 1st Semester content, while still addressing the grade level standards.

The ILC 8th Grade Social Studies - Full Year course provides students the opportunity to study the early history of the United States. Students will study the following topics: European settlement of North America; the establishment of British colonies; the American Revolution; the foundations of American government and politics; and civic institutions of the United States. In addition, students will investigate the structure and function of the state government of Iowa and complete a research project in which they propose a solution to a challenge facing Iowans.

This course provides students with the opportunity to continue their study of the early history of the United States. In addition, students will investigate the structure and function of the state government of Iowa and complete a research project in which they propose a solution to a challenge facing Iowans

In this unit, students answer the compelling question “How is life the same and different in rural and urban areas?” Students will explore transportation in the past and present in rural areas and urban areas using primary and secondary sources.