Surveys the history of Minnesota from the Ice Age through the end of the twentieth century, with "Investigations" which encourage the examination of primary source documents and use of proper historical methods.

"Northern Lights" is the Thursday's Classroom for May 18, 2000. Thursday's Classroom, a service of Bishop Web Works, aims to provide a connection between NASA's latest research and the classroom by offering lesson plans, activities, articles, and other resources for students in the second through eighth grades. This Thursday's Classroom is based on the study of the Northern Lights, or aurora borealis.

For at least eight centuries, the Norwegian island of Tautra in the Trondheim fjord has been known for its spiritual waves and special light. In the Middle Ages, Cistercian monks established the northernmost monastery of the Order, living God-centered lives and developing skills such as land use and animal husbandry until the Reformation. In 1999, Cistercian nuns reestablished Tautra Mariakloster, the monastery of Our Lady of the Safe Island. Visitors to the modern monastery, distinguished by its glass-roofed church, quickly sense the silence, peace, and light of the place. Four of the women who live at Tautra have contributed to this volume of monastic wisdom from the north. They write of their experiences as monastics living close to the land, sky, and water on this island, following the liturgical year of the monastery with its enduring rhythm while experiencing the changing seasons and landscape that help to shape their life of faith and light. Includes color photos. The nuns of Tautra Mariakloster are a group of women from eight countries who have been called to monastic life at Tautra, in central Norway.

When Kataujaq's mother dies, her grandmother tells her about the Inuit tradition that the Northern Lights are the souls of the dead, playing soccer with a walrus head for a ball

Did you know that many of America’s Founding Fathers—who fought for liberty and justice for all—were slave owners? Through the powerful stories of five enslaved people who were “owned” by four of our greatest presidents, this book helps set the record straight about the role slavery played in the founding of America. From Billy Lee, valet to George Washington, to Alfred Jackson, faithful servant of Andrew Jackson, these dramatic narratives explore our country’s great tragedy—that a nation “conceived in liberty” was also born in shackles. These stories help us know the real people who were essential to the birth of this nation but traditionally have been left out of the history books. Their stories are true—and they should be heard. This thoroughly-researched and documented book can be worked into multiple aspects of the common core curriculum.

In the accounts of the lives of several generations of Ojibway people in Minnesota is much information about their history and culture.

How is reading literacy taught in Nordic classrooms, and how is this influenced by the curricula? How can we improve mathematics teaching in Nordic classrooms? What is the relationship between school performance and policy variations? How do teachers’ attitudes, beliefs and practices influence pupils’ learning outcomes? What characterizes the top performing pupils, and how can we stimulate more pupils to perform at the highest levels? These are some of the questions that are discussed in this collection of articles that are based on the results of the IEA studies TIMSS and PIRLS 2011. The articles aim to provide input for policy discussions and further policy development within the Nordic countries. Therefore, the main target groups are educational ministers and policymakers at all levels. These analyses will also provide input to the joint Nordic initiatives on educational development.

This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education. Nordic countries have long traditions of democracy and their students have performed relatively well in the ICCS assessments. Nonetheless, citizenship education continues to evolve and has received increasing attention in recent educational reforms, indicating policymakers understanding that schools play an important role in establishing democratic values among future citizens. Data from ICCS can be used to analyze, discuss, and reflect on the status of civic and citizenship education and can contribute to the discourse on the potential role of education in contributing to sustainable democracies for a common future. However, teaching citizenship and learning democracy are two different things. While young people can be taught about democracy in school, it is vital that schools work together with the wider community in which youth operate to strengthen civic understanding and values for all young people regardless of their social and economic background.