320	107	Elements and Compounds	\N	2	\N	Elements and Compounds Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.491966	Explain the key scientific concepts covered in Elements and Compounds.\nUse scientific vocabulary accurately when discussing Elements and Compounds.\nApply the scientific method to questions related to Elements and Compounds.\nAnalyze data and observations connected to Elements and Compounds.\nConnect Elements and Compounds concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
322	108	Forces and Motion	\N	1	\N	Forces and Motion Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.494095	Explain the key scientific concepts covered in Forces and Motion.\nUse scientific vocabulary accurately when discussing Forces and Motion.\nApply the scientific method to questions related to Forces and Motion.\nAnalyze data and observations connected to Forces and Motion.\nConnect Forces and Motion concepts to real-world applications.	Force is a push or pull that can change an object's speed, direction, or shape. Newton's three laws of motion describe how forces affect objects.\n\nNewton's First Law (Inertia): An object at rest stays at rest, and an object in motion stays in motion at constant velocity, unless a net external force acts on it. A ball on a table won't move unless pushed.\n\nNewton's Second Law: Force = mass × acceleration (F = ma). A greater force produces greater acceleration. A more massive object needs more force to accelerate at the same rate.\n\nNewton's Third Law: Every action has an equal and opposite reaction. When you push against a wall, the wall pushes back on you with equal force.\n\nFriction is a force that opposes motion between surfaces in contact. Gravity is the force that pulls objects toward each other — on Earth, it accelerates objects downward at 9.8 m/s².	[{"term": "Force", "definition": "A push or pull that can change an object's motion."}, {"term": "Newton's First Law", "definition": "An object at rest stays at rest, and an object in motion stays in motion, unless acted on by an outside force (inertia)."}, {"term": "Newton's Second Law", "definition": "Force equals mass times acceleration (F = ma)."}, {"term": "Newton's Third Law", "definition": "For every action, there is an equal and opposite reaction."}, {"term": "Friction", "definition": "A force that opposes the motion of objects in contact."}, {"term": "Gravity", "definition": "The force of attraction between objects with mass; on Earth, g ≈ 9.8 m/s²."}, {"term": "Acceleration", "definition": "The rate of change of velocity over time."}]	[{"title": "Newton's Second Law", "content": "A 10 kg box is pushed with a force of 50 N. What is its acceleration? F = ma → 50 = 10 × a → a = 50/10.", "solution": "a = 5 m/s²"}, {"title": "Newton's Third Law", "content": "A swimmer pushes water backward (action). The water pushes the swimmer forward (reaction). This is why swimming works.", "solution": "Action and reaction forces are equal in magnitude and opposite in direction."}]	[{"hint": "Use F = ma.", "answer": "F = 5 × 3 = 15 N", "question": "Calculate: A 5 kg object accelerates at 3 m/s². What force is acting on it?"}, {"hint": "What force opposes the ball's motion?", "answer": "Friction between the ball and grass slows it down until it stops.", "question": "Explain why a soccer ball eventually stops rolling on grass."}]	\N
323	108	Energy and Work	\N	2	\N	Energy and Work Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.49499	Explain the key scientific concepts covered in Energy and Work.\nUse scientific vocabulary accurately when discussing Energy and Work.\nApply the scientific method to questions related to Energy and Work.\nAnalyze data and observations connected to Energy and Work.\nConnect Energy and Work concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
325	109	Plate Tectonics	\N	1	\N	Plate Tectonics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.496947	Explain the key scientific concepts covered in Plate Tectonics.\nUse scientific vocabulary accurately when discussing Plate Tectonics.\nApply the scientific method to questions related to Plate Tectonics.\nAnalyze data and observations connected to Plate Tectonics.\nConnect Plate Tectonics concepts to real-world applications.	Earth's structure consists of layers: the crust (thin outer layer), mantle (thick layer of semi-solid rock), outer core (liquid metal), and inner core (solid metal).\n\nThe theory of plate tectonics explains that Earth's crust is divided into large plates that float on the semi-liquid mantle. Where plates meet, we see earthquakes, volcanoes, and mountain formation. Convergent boundaries (plates colliding) create mountains. Divergent boundaries (plates separating) create rift valleys. Transform boundaries (plates sliding past each other) cause earthquakes.\n\nThe rock cycle describes how rocks continuously change form. Igneous rocks form when magma cools. Sedimentary rocks form when layers of sediment are compressed over time. Metamorphic rocks form when existing rocks are changed by heat and pressure. Any rock type can transform into any other over geological time.\n\nWeathering breaks rocks down. Erosion moves the broken material. Deposition drops it in new locations. These processes shape Earth's surface over millions of years.	[{"term": "Igneous Rock", "definition": "Rock formed from cooled and solidified magma or lava."}, {"term": "Sedimentary Rock", "definition": "Rock formed from compressed layers of sediment over time."}, {"term": "Metamorphic Rock", "definition": "Rock that has been changed by heat and pressure."}, {"term": "Plate Tectonics", "definition": "The theory that Earth's crust is divided into plates that move on the mantle."}, {"term": "Erosion", "definition": "The wearing away and transport of rock and soil by wind, water, or ice."}, {"term": "Weathering", "definition": "The breaking down of rocks by physical, chemical, or biological processes."}]	[{"title": "The Rock Cycle", "content": "Granite (igneous) → weathering breaks it into sediment → sediment compresses into sandstone (sedimentary) → heat and pressure transform it into quartzite (metamorphic) → melting creates magma → cooling forms new igneous rock.", "solution": "Rocks cycle between igneous, sedimentary, and metamorphic forms."}]	[{"hint": "Think about cooling, compression, and transformation.", "answer": "Igneous (cooled magma), Sedimentary (compressed sediment), Metamorphic (changed by heat/pressure).", "question": "Name the three types of rocks and how each is formed."}, {"hint": "What occurs when two plates push together?", "answer": "Plates collide, forming mountains or subduction zones (one plate slides under another).", "question": "What happens at a convergent plate boundary?"}]	\N
326	109	Earthquakes and Volcanoes	\N	2	\N	Earthquakes and Volcanoes Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.497771	Explain the key scientific concepts covered in Earthquakes and Volcanoes.\nUse scientific vocabulary accurately when discussing Earthquakes and Volcanoes.\nApply the scientific method to questions related to Earthquakes and Volcanoes.\nAnalyze data and observations connected to Earthquakes and Volcanoes.\nConnect Earthquakes and Volcanoes concepts to real-world applications.	Earth's structure consists of layers: the crust (thin outer layer), mantle (thick layer of semi-solid rock), outer core (liquid metal), and inner core (solid metal).\n\nThe theory of plate tectonics explains that Earth's crust is divided into large plates that float on the semi-liquid mantle. Where plates meet, we see earthquakes, volcanoes, and mountain formation. Convergent boundaries (plates colliding) create mountains. Divergent boundaries (plates separating) create rift valleys. Transform boundaries (plates sliding past each other) cause earthquakes.\n\nThe rock cycle describes how rocks continuously change form. Igneous rocks form when magma cools. Sedimentary rocks form when layers of sediment are compressed over time. Metamorphic rocks form when existing rocks are changed by heat and pressure. Any rock type can transform into any other over geological time.\n\nWeathering breaks rocks down. Erosion moves the broken material. Deposition drops it in new locations. These processes shape Earth's surface over millions of years.	[{"term": "Igneous Rock", "definition": "Rock formed from cooled and solidified magma or lava."}, {"term": "Sedimentary Rock", "definition": "Rock formed from compressed layers of sediment over time."}, {"term": "Metamorphic Rock", "definition": "Rock that has been changed by heat and pressure."}, {"term": "Plate Tectonics", "definition": "The theory that Earth's crust is divided into plates that move on the mantle."}, {"term": "Erosion", "definition": "The wearing away and transport of rock and soil by wind, water, or ice."}, {"term": "Weathering", "definition": "The breaking down of rocks by physical, chemical, or biological processes."}]	[{"title": "The Rock Cycle", "content": "Granite (igneous) → weathering breaks it into sediment → sediment compresses into sandstone (sedimentary) → heat and pressure transform it into quartzite (metamorphic) → melting creates magma → cooling forms new igneous rock.", "solution": "Rocks cycle between igneous, sedimentary, and metamorphic forms."}]	[{"hint": "Think about cooling, compression, and transformation.", "answer": "Igneous (cooled magma), Sedimentary (compressed sediment), Metamorphic (changed by heat/pressure).", "question": "Name the three types of rocks and how each is formed."}, {"hint": "What occurs when two plates push together?", "answer": "Plates collide, forming mountains or subduction zones (one plate slides under another).", "question": "What happens at a convergent plate boundary?"}]	\N
327	109	Climate Change	\N	3	\N	Climate Change Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.498594	Explain the key scientific concepts covered in Climate Change.\nUse scientific vocabulary accurately when discussing Climate Change.\nApply the scientific method to questions related to Climate Change.\nAnalyze data and observations connected to Climate Change.\nConnect Climate Change concepts to real-world applications.	Weather describes the short-term conditions of the atmosphere — temperature, humidity, precipitation, wind, and cloud cover. Climate is the long-term pattern of weather in a region.\n\nThe water cycle is the continuous movement of water through Earth's systems. It has four main stages: evaporation (water becomes vapor), condensation (vapor forms clouds), precipitation (water falls as rain or snow), and collection (water gathers in bodies of water or soaks into ground). The Sun's energy drives the water cycle.\n\nDifferent types of clouds indicate different weather. Cumulus clouds are fluffy and often mean fair weather. Stratus clouds are flat layers that may bring steady rain. Cumulonimbus clouds are tall and bring thunderstorms.\n\nWeather is measured using instruments: thermometers (temperature), barometers (air pressure), anemometers (wind speed), and rain gauges (precipitation).	[{"term": "Weather", "definition": "The short-term atmospheric conditions at a specific time and place."}, {"term": "Climate", "definition": "The average weather conditions in a region over a long period of time."}, {"term": "Evaporation", "definition": "The process by which liquid water becomes water vapor (gas)."}, {"term": "Condensation", "definition": "The process by which water vapor cools and becomes liquid water (forms clouds)."}, {"term": "Precipitation", "definition": "Water that falls from clouds as rain, snow, sleet, or hail."}, {"term": "Atmosphere", "definition": "The layer of gases surrounding Earth."}]	[{"title": "The Water Cycle", "content": "Sun heats a lake → water evaporates into vapor → vapor rises and cools → condensation forms clouds → clouds produce precipitation (rain) → rain flows back into the lake.", "solution": "Evaporation → Condensation → Precipitation → Collection"}]	[{"hint": "One is short-term, the other is long-term.", "answer": "Weather is daily atmospheric conditions; climate is the average conditions over decades.", "question": "Explain the difference between weather and climate."}, {"hint": "What happens when water vapor cools?", "answer": "Water vapor cools and changes from gas to liquid, forming clouds.", "question": "Describe what happens during condensation in the water cycle."}]	\N
328	110	Creating the Constitution	\N	1	\N	Creating the Constitution Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.499994	Explain the key ideas and events related to Creating the Constitution.\nUse historical vocabulary when discussing Creating the Constitution.\nAnalyze causes and effects connected to Creating the Constitution.\nConnect past events to present-day situations.\nEvaluate different perspectives on Creating the Constitution.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
329	110	Three Branches of Government	\N	2	\N	Three Branches of Government Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.50083	Explain the key ideas and events related to Three Branches of Government.\nUse historical vocabulary when discussing Three Branches of Government.\nAnalyze causes and effects connected to Three Branches of Government.\nConnect past events to present-day situations.\nEvaluate different perspectives on Three Branches of Government.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
330	110	Amendments	\N	3	\N	Amendments Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.501675	Explain the key ideas and events related to Amendments.\nUse historical vocabulary when discussing Amendments.\nAnalyze causes and effects connected to Amendments.\nConnect past events to present-day situations.\nEvaluate different perspectives on Amendments.	This lesson explores important concepts related to Amendments. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Amendments, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Amendments, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Amendments and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Amendments connect to or affect the present day?"}]	\N
331	111	Causes of the Civil War	\N	1	\N	Causes of the Civil War Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.502801	Explain the key ideas and events related to Causes of the Civil War.\nUse historical vocabulary when discussing Causes of the Civil War.\nAnalyze causes and effects connected to Causes of the Civil War.\nConnect past events to present-day situations.\nEvaluate different perspectives on Causes of the Civil War.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Causes of the Civil War."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
332	111	Key Battles and Leaders	\N	2	\N	Key Battles and Leaders Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.50368	Explain the key ideas and events related to Key Battles and Leaders.\nUse historical vocabulary when discussing Key Battles and Leaders.\nAnalyze causes and effects connected to Key Battles and Leaders.\nConnect past events to present-day situations.\nEvaluate different perspectives on Key Battles and Leaders.	This lesson explores important concepts related to Key Battles and Leaders. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Key Battles and Leaders, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Key Battles and Leaders, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Key Battles and Leaders and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Key Battles and Leaders connect to or affect the present day?"}]	\N
333	111	Reconstruction	\N	3	\N	Reconstruction Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.504803	Explain the key ideas and events related to Reconstruction.\nUse historical vocabulary when discussing Reconstruction.\nAnalyze causes and effects connected to Reconstruction.\nConnect past events to present-day situations.\nEvaluate different perspectives on Reconstruction.	This lesson explores important concepts related to Reconstruction. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Reconstruction, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Reconstruction, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Reconstruction and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Reconstruction connect to or affect the present day?"}]	\N
334	112	Industrial Revolution	\N	1	\N	Industrial Revolution Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.506205	Explain the key ideas and events related to Industrial Revolution.\nUse historical vocabulary when discussing Industrial Revolution.\nAnalyze causes and effects connected to Industrial Revolution.\nConnect past events to present-day situations.\nEvaluate different perspectives on Industrial Revolution.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Industrial Revolution."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
335	112	Immigration	\N	2	\N	Immigration Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.507183	Explain the key ideas and events related to Immigration.\nUse historical vocabulary when discussing Immigration.\nAnalyze causes and effects connected to Immigration.\nConnect past events to present-day situations.\nEvaluate different perspectives on Immigration.	This lesson explores important concepts related to Immigration. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Immigration, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Immigration, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Immigration and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Immigration connect to or affect the present day?"}]	\N
336	112	Progressive Era	\N	3	\N	Progressive Era Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.50815	Explain the key ideas and events related to Progressive Era.\nUse historical vocabulary when discussing Progressive Era.\nAnalyze causes and effects connected to Progressive Era.\nConnect past events to present-day situations.\nEvaluate different perspectives on Progressive Era.	This lesson explores important concepts related to Progressive Era. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Progressive Era, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Progressive Era, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Progressive Era and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Progressive Era connect to or affect the present day?"}]	\N
349	117	The Short Story	\N	1	\N	The Short Story Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.522126	Identify and explain key concepts related to The Short Story.\nApply reading and writing strategies to The Short Story tasks.\nAnalyze texts and examples connected to The Short Story.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through The Short Story.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
350	117	The Novel	\N	2	\N	The Novel Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.523058	Identify and explain key concepts related to The Novel.\nApply reading and writing strategies to The Novel tasks.\nAnalyze texts and examples connected to The Novel.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through The Novel.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
337	113	Variables and Expressions	\N	1	\N	Variables and Expressions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.509753	Define and explain the key concepts of Variables and Expressions.\nSolve problems involving Variables and Expressions with accuracy.\nApply Variables and Expressions strategies to real-world situations.\nShow work and explain reasoning when solving Variables and Expressions problems.\nIdentify and correct common errors in Variables and Expressions.	An equation is a statement that two expressions are equal, like 2x + 3 = 11. Solving an equation means finding the value of the variable that makes the statement true.\n\nTo solve, use inverse operations to isolate the variable. Whatever you do to one side, you must do to the other side to maintain balance. For 2x + 3 = 11: subtract 3 from both sides to get 2x = 8, then divide both sides by 2 to get x = 4.\n\nAlways check your solution by substituting it back into the original equation: 2(4) + 3 = 8 + 3 = 11. ✓\n\nExpressions can be simplified by combining like terms. Like terms have the same variable raised to the same power. For example, 3x + 5x = 8x, but 3x + 5x² cannot be combined because x and x² are different.	[{"term": "Variable", "definition": "A letter or symbol that represents an unknown value."}, {"term": "Expression", "definition": "A mathematical phrase containing numbers, variables, and operations (no equals sign)."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal (has an equals sign)."}, {"term": "Coefficient", "definition": "The number multiplied by a variable (in 3x, the coefficient is 3)."}, {"term": "Constant", "definition": "A fixed number with no variable attached."}, {"term": "Inverse Operation", "definition": "An operation that undoes another (addition undoes subtraction, multiplication undoes division)."}]	[{"title": "One-Step Equation", "content": "Solve: 6x = 30. Divide both sides by 6.", "solution": "x = 5"}, {"title": "Two-Step Equation", "content": "Solve: 6x + 1 = 31. Step 1: Subtract 1 from both sides → 6x = 30. Step 2: Divide by 6.", "solution": "x = 5"}]	[{"hint": "Subtract 7 from both sides, then divide by 3.", "answer": "x = 5", "question": "Solve: 3x + 7 = 22"}, {"hint": "Combine like terms (the x terms).", "answer": "6x − 3", "question": "Simplify: 4x + 2x − 3"}]	\N
352	118	Literary Analysis Essay	\N	1	\N	Literary Analysis Essay Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.525138	Identify and explain key concepts related to Literary Analysis Essay.\nApply reading and writing strategies to Literary Analysis Essay tasks.\nAnalyze texts and examples connected to Literary Analysis Essay.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Literary Analysis Essay.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
353	118	Compare and Contrast	\N	2	\N	Compare and Contrast Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.526007	Identify and explain key concepts related to Compare and Contrast.\nApply reading and writing strategies to Compare and Contrast tasks.\nAnalyze texts and examples connected to Compare and Contrast.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Compare and Contrast.	This lesson focuses on developing your language arts skills through the study of Compare and Contrast. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Compare and Contrast, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
354	118	Rhetorical Analysis	\N	3	\N	Rhetorical Analysis Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.526869	Identify and explain key concepts related to Rhetorical Analysis.\nApply reading and writing strategies to Rhetorical Analysis tasks.\nAnalyze texts and examples connected to Rhetorical Analysis.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Rhetorical Analysis.	Rhetoric is the art of effective communication and persuasion. Since ancient Greece, speakers and writers have used three main appeals to persuade their audiences.\n\nEthos establishes the speaker's credibility. A doctor discussing medicine has built-in ethos through expertise. Writers build ethos by demonstrating knowledge, fairness, and good character.\n\nPathos appeals to emotions — empathy, fear, pride, anger, or hope. Storytelling and vivid language create emotional connections. However, relying only on pathos without evidence weakens an argument.\n\nLogos uses logic, data, and evidence. Statistics, research studies, and logical reasoning build a case that is hard to refute. The strongest arguments combine all three appeals.\n\nEffective argumentation also addresses counterclaims. Acknowledging and rebutting opposing viewpoints shows fairness and strengthens your position.	[{"term": "Ethos", "definition": "A persuasive appeal based on the credibility or authority of the speaker."}, {"term": "Pathos", "definition": "A persuasive appeal to the audience's emotions."}, {"term": "Logos", "definition": "A persuasive appeal based on logic, evidence, and reasoning."}, {"term": "Claim", "definition": "The main argument or position being made."}, {"term": "Counterclaim", "definition": "An opposing argument that challenges the claim."}, {"term": "Rebuttal", "definition": "A response that disproves or weakens a counterclaim."}]	[{"title": "Identifying Appeals", "content": "\\"As a 20-year veteran teacher (ethos), I have seen countless students struggle with overcrowded classrooms (pathos). Studies show that reducing class size by 30% improves test scores by 15% (logos).\\"", "solution": "This passage uses all three rhetorical appeals."}, {"title": "Addressing a Counterclaim", "content": "Claim: Schools should start later. Counterclaim: Later starts conflict with parents' work schedules. Rebuttal: Adjusted bus routes and before-school programs can accommodate working families.", "solution": "Acknowledging and responding to opposition strengthens the argument."}]	[{"hint": "Start with your claim, then support it with credibility, emotion, and evidence.", "answer": null, "question": "Write a short persuasive paragraph using at least one example of ethos, pathos, and logos."}, {"hint": "What kind of evidence is this — emotional, credibility-based, or logical?", "answer": "Ethos (appeal to expert authority) and Logos (statistical evidence).", "question": "Identify the rhetorical appeal (ethos, pathos, or logos) in this statement: \\"Nine out of ten dentists recommend this toothpaste.\\""}]	\N
355	119	Sentence Variety	\N	1	\N	Sentence Variety Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.528085	Identify and explain key concepts related to Sentence Variety.\nApply reading and writing strategies to Sentence Variety tasks.\nAnalyze texts and examples connected to Sentence Variety.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Sentence Variety.	Every sentence has two essential parts: a subject (who or what the sentence is about) and a predicate (what the subject does or is). A complete sentence expresses a complete thought.\n\nThe eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Understanding these helps you construct clear, correct sentences.\n\nProper punctuation helps readers understand your writing. Periods end statements, question marks end questions, and exclamation marks show strong feeling. Commas separate items in a list, join independent clauses with conjunctions, and set off introductory elements.\n\nSubject-verb agreement means the verb must match the subject in number: "The dog runs" (singular) vs. "The dogs run" (plural).	[{"term": "Noun", "definition": "A word that names a person, place, thing, or idea."}, {"term": "Verb", "definition": "A word that shows action or a state of being."}, {"term": "Adjective", "definition": "A word that describes or modifies a noun."}, {"term": "Adverb", "definition": "A word that describes a verb, adjective, or another adverb (often ends in -ly)."}, {"term": "Subject", "definition": "The person, place, or thing that performs the action in a sentence."}, {"term": "Predicate", "definition": "The part of the sentence that tells what the subject does or is."}]	[{"title": "Identifying Parts of Speech", "content": "\\"The brave firefighter quickly climbed the tall ladder.\\" Noun: firefighter, ladder. Verb: climbed. Adjective: brave, tall. Adverb: quickly.", "solution": "Each word serves a specific function in the sentence."}, {"title": "Correcting a Sentence", "content": "Incorrect: \\"Me and him went to the store.\\" Correct: \\"He and I went to the store.\\" Use subject pronouns (I, he, she, we, they) as subjects.", "solution": "\\"He and I went to the store.\\""}]	[{"hint": "The subject is who/what the sentence is about. The predicate is everything else.", "answer": "Subject: The old oak tree. Predicate: swayed gently in the wind.", "question": "Identify the subject and predicate in: \\"The old oak tree swayed gently in the wind.\\""}, {"hint": "Use commas to separate items in a list.", "answer": "\\"I need eggs, milk, bread, and butter from the store.\\"", "question": "Add commas where needed: \\"I need eggs milk bread and butter from the store.\\""}]	\N
356	119	Parallel Structure	\N	2	\N	Parallel Structure Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.529048	Identify and explain key concepts related to Parallel Structure.\nApply reading and writing strategies to Parallel Structure tasks.\nAnalyze texts and examples connected to Parallel Structure.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Parallel Structure.	This lesson focuses on developing your language arts skills through the study of Parallel Structure. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Parallel Structure, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
357	119	Tone and Voice	\N	3	\N	Tone and Voice Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.529913	Identify and explain key concepts related to Tone and Voice.\nApply reading and writing strategies to Tone and Voice tasks.\nAnalyze texts and examples connected to Tone and Voice.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Tone and Voice.	This lesson focuses on developing your language arts skills through the study of Tone and Voice. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Tone and Voice, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
358	120	Ethos Pathos Logos	\N	1	\N	Ethos Pathos Logos Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.531308	Identify and explain key concepts related to Ethos Pathos Logos.\nApply reading and writing strategies to Ethos Pathos Logos tasks.\nAnalyze texts and examples connected to Ethos Pathos Logos.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Ethos Pathos Logos.	This lesson focuses on developing your language arts skills through the study of Ethos Pathos Logos. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Ethos Pathos Logos, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
359	120	Persuasive Techniques	\N	2	\N	Persuasive Techniques Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.532229	Identify and explain key concepts related to Persuasive Techniques.\nApply reading and writing strategies to Persuasive Techniques tasks.\nAnalyze texts and examples connected to Persuasive Techniques.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Persuasive Techniques.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
360	120	Evaluating Arguments	\N	3	\N	Evaluating Arguments Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.533136	Identify and explain key concepts related to Evaluating Arguments.\nApply reading and writing strategies to Evaluating Arguments tasks.\nAnalyze texts and examples connected to Evaluating Arguments.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Evaluating Arguments.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
338	113	Order of Operations	\N	2	\N	Order of Operations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.510598	Define and explain the key concepts of Order of Operations.\nSolve problems involving Order of Operations with accuracy.\nApply Order of Operations strategies to real-world situations.\nShow work and explain reasoning when solving Order of Operations problems.\nIdentify and correct common errors in Order of Operations.	A ratio compares two quantities. It can be written as a:b, a/b, or "a to b." Ratios can be simplified just like fractions by dividing both parts by their greatest common factor.\n\nA proportion states that two ratios are equal. To solve a proportion like x/4 = 6/8, cross-multiply: 8x = 24, so x = 3. You can also think of it as scaling: 6/8 simplifies to 3/4, so x = 3.\n\nA unit rate expresses a ratio with a denominator of 1. If you drive 150 miles in 3 hours, the unit rate is 150 ÷ 3 = 50 miles per hour. Unit rates make it easy to compare options.	[{"term": "Ratio", "definition": "A comparison of two quantities (e.g., 3:5 or 3/5)."}, {"term": "Proportion", "definition": "An equation showing two ratios are equal (a/b = c/d)."}, {"term": "Unit Rate", "definition": "A rate with a denominator of 1 (e.g., $3 per hour)."}, {"term": "Cross-Multiply", "definition": "A method for solving proportions: a/b = c/d means a × d = b × c."}]	[{"title": "Simplifying a Ratio", "content": "Simplify 12:8. The GCF of 12 and 8 is 4. Divide both by 4: 12:8 = 3:2.", "solution": "12:8 = 3:2"}, {"title": "Solving a Proportion", "content": "Solve: x/5 = 12/20. Cross multiply: 20x = 60. Divide: x = 3.", "solution": "x = 3"}]	[{"hint": "Find the GCF and divide both by it.", "answer": "3:2", "question": "Simplify the ratio 18:12."}, {"hint": "Set up a proportion: 4/6 = 10/x, then cross-multiply.", "answer": "$15", "question": "If 4 notebooks cost $6, how much do 10 notebooks cost?"}]	\N
339	113	Properties of Real Numbers	\N	3	\N	Properties of Real Numbers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.511468	Define and explain the key concepts of Properties of Real Numbers.\nSolve problems involving Properties of Real Numbers with accuracy.\nApply Properties of Real Numbers strategies to real-world situations.\nShow work and explain reasoning when solving Properties of Real Numbers problems.\nIdentify and correct common errors in Properties of Real Numbers.	This lesson covers important mathematical concepts related to Properties of Real Numbers. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Properties of Real Numbers, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Properties of Real Numbers. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Properties of Real Numbers using the methods from this lesson."}]	\N
341	114	Graphing Linear Inequalities	\N	2	\N	Graphing Linear Inequalities Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.513697	Define and explain the key concepts of Graphing Linear Inequalities.\nSolve problems involving Graphing Linear Inequalities with accuracy.\nApply Graphing Linear Inequalities strategies to real-world situations.\nShow work and explain reasoning when solving Graphing Linear Inequalities problems.\nIdentify and correct common errors in Graphing Linear Inequalities.	A function is a mathematical relationship where each input produces exactly one output. We write f(x) = 2x + 3 to define a function. If x = 4, then f(4) = 2(4) + 3 = 11.\n\nLinear functions produce straight lines when graphed. The equation y = mx + b is called slope-intercept form. The slope (m) describes how steep the line is, and the y-intercept (b) tells where the line crosses the y-axis.\n\nTo find slope between two points (x₁, y₁) and (x₂, y₂), use m = (y₂ − y₁)/(x₂ − x₁). A positive slope means the line rises from left to right. A negative slope means it falls. A slope of zero is a horizontal line.\n\nThe domain is all valid inputs, and the range is all valid outputs. For most linear functions, both the domain and range include all real numbers.	[{"term": "Function", "definition": "A rule that assigns exactly one output to each input."}, {"term": "Domain", "definition": "The set of all possible input values (x-values)."}, {"term": "Range", "definition": "The set of all possible output values (y-values)."}, {"term": "Slope", "definition": "The steepness of a line; rise over run; m = (y₂ − y₁)/(x₂ − x₁)."}, {"term": "Y-intercept", "definition": "The point where a line crosses the y-axis (where x = 0)."}, {"term": "Slope-Intercept Form", "definition": "y = mx + b, where m is slope and b is the y-intercept."}]	[{"title": "Finding Slope", "content": "Find the slope between (1, 3) and (4, 9). m = (9 − 3)/(4 − 1) = 6/3.", "solution": "m = 2"}, {"title": "Evaluating a Function", "content": "If f(x) = 3x − 5, find f(4). Substitute: f(4) = 3(4) − 5 = 12 − 5.", "solution": "f(4) = 7"}]	[{"hint": "Use m = (y₂ − y₁)/(x₂ − x₁).", "answer": "m = 2", "question": "Find the slope of the line passing through (2, 5) and (6, 13)."}, {"hint": "Use slope-intercept form: y = mx + b.", "answer": "y = 3x − 2", "question": "Write the equation of a line with slope 3 and y-intercept −2."}]	\N
342	114	Systems of Linear Equations	\N	3	\N	Systems of Linear Equations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.514562	Define and explain the key concepts of Systems of Linear Equations.\nSolve problems involving Systems of Linear Equations with accuracy.\nApply Systems of Linear Equations strategies to real-world situations.\nShow work and explain reasoning when solving Systems of Linear Equations problems.\nIdentify and correct common errors in Systems of Linear Equations.	An equation is a statement that two expressions are equal, like 2x + 3 = 11. Solving an equation means finding the value of the variable that makes the statement true.\n\nTo solve, use inverse operations to isolate the variable. Whatever you do to one side, you must do to the other side to maintain balance. For 2x + 3 = 11: subtract 3 from both sides to get 2x = 8, then divide both sides by 2 to get x = 4.\n\nAlways check your solution by substituting it back into the original equation: 2(4) + 3 = 8 + 3 = 11. ✓\n\nExpressions can be simplified by combining like terms. Like terms have the same variable raised to the same power. For example, 3x + 5x = 8x, but 3x + 5x² cannot be combined because x and x² are different.	[{"term": "Variable", "definition": "A letter or symbol that represents an unknown value."}, {"term": "Expression", "definition": "A mathematical phrase containing numbers, variables, and operations (no equals sign)."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal (has an equals sign)."}, {"term": "Coefficient", "definition": "The number multiplied by a variable (in 3x, the coefficient is 3)."}, {"term": "Constant", "definition": "A fixed number with no variable attached."}, {"term": "Inverse Operation", "definition": "An operation that undoes another (addition undoes subtraction, multiplication undoes division)."}]	[{"title": "One-Step Equation", "content": "Solve: 7x = 35. Divide both sides by 7.", "solution": "x = 5"}, {"title": "Two-Step Equation", "content": "Solve: 7x + 2 = 37. Step 1: Subtract 2 from both sides → 7x = 35. Step 2: Divide by 7.", "solution": "x = 5"}]	[{"hint": "Subtract 7 from both sides, then divide by 3.", "answer": "x = 5", "question": "Solve: 3x + 7 = 22"}, {"hint": "Combine like terms (the x terms).", "answer": "6x − 3", "question": "Simplify: 4x + 2x − 3"}]	\N
343	115	Adding and Subtracting Polynomials	\N	1	\N	Adding and Subtracting Polynomials Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.515696	Define and explain the key concepts of Adding and Subtracting Polynomials.\nSolve problems involving Adding and Subtracting Polynomials with accuracy.\nApply Adding and Subtracting Polynomials strategies to real-world situations.\nShow work and explain reasoning when solving Adding and Subtracting Polynomials problems.\nIdentify and correct common errors in Adding and Subtracting Polynomials.	Addition is one of the four basic operations in mathematics. When we add numbers, we combine their values to find a total, called the sum.\n\nTo add numbers, start with the ones place and work left. If a column adds to 10 or more, write the ones digit below the line and carry the tens digit to the next column. This process is called regrouping.\n\nAddition has useful properties. The commutative property tells us that 3 + 5 gives the same result as 5 + 3. The associative property tells us that (2 + 3) + 4 equals 2 + (3 + 4). The identity property tells us that adding zero to any number leaves it unchanged.\n\nWord problems require you to identify what is being combined. Look for clue words like "total," "altogether," "combined," "in all," and "how many more." Set up the addition expression, solve carefully, and check that your answer makes sense in context.	[{"term": "Sum", "definition": "The result of adding two or more numbers together."}, {"term": "Addend", "definition": "Any number being added in an addition problem."}, {"term": "Carrying (Regrouping)", "definition": "Moving a value to the next place value column when a sum exceeds 9."}, {"term": "Commutative Property", "definition": "Changing the order of addends does not change the sum (a + b = b + a)."}, {"term": "Associative Property", "definition": "Changing the grouping of addends does not change the sum."}, {"term": "Identity Property", "definition": "Adding zero to any number gives that same number (a + 0 = a)."}]	[{"title": "Basic Addition", "content": "Add 90 + 50. Start in the ones place: 0 + 0 = 0. Write 0. Continue to the tens place.", "solution": "90 + 50 = 140"}, {"title": "Word Problem", "content": "A library has 660 fiction books and 256 nonfiction books. How many books does the library have in total? Identify the operation: we are combining two quantities, so we add.", "solution": "660 + 256 = 916 books"}]	[{"hint": "Start with the ones place. Regroup if the sum exceeds 9.", "answer": "144", "question": "Calculate: 53 + 91"}, {"hint": "Identify the two quantities and add them.", "answer": "605 items", "question": "A store sold 443 items on Monday and 162 items on Tuesday. How many items were sold in total?"}]	\N
344	115	Multiplying Polynomials	\N	2	\N	Multiplying Polynomials Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.516585	Define and explain the key concepts of Multiplying Polynomials.\nSolve problems involving Multiplying Polynomials with accuracy.\nApply Multiplying Polynomials strategies to real-world situations.\nShow work and explain reasoning when solving Multiplying Polynomials problems.\nIdentify and correct common errors in Multiplying Polynomials.	Multiplication is repeated addition. When we multiply 4 × 3, we are adding 4 three times: 4 + 4 + 4 = 12.\n\nFor multi-digit multiplication, use the standard algorithm: multiply each digit of the bottom number by every digit of the top number, shifting one place left for each row, then add the partial products together.\n\nThe commutative property means 6 × 7 = 7 × 6. The distributive property lets you break apart problems: 8 × 12 = 8 × (10 + 2) = 80 + 16 = 96. These properties make mental math easier.\n\nIn word problems, look for clue words like "each," "every," "per," "times," and "groups of." These signal multiplication.	[{"term": "Product", "definition": "The result of multiplying two or more numbers."}, {"term": "Factor", "definition": "A number being multiplied."}, {"term": "Commutative Property", "definition": "The order of factors does not change the product (a × b = b × a)."}, {"term": "Distributive Property", "definition": "a × (b + c) = (a × b) + (a × c)."}, {"term": "Zero Property", "definition": "Any number multiplied by zero equals zero."}]	[{"title": "Basic Multiplication", "content": "Calculate 9 × 11. This means 9 groups of 11, or 11 added 9 times.", "solution": "9 × 11 = 99"}, {"title": "Distributive Property", "content": "Calculate 19 × 2 using the distributive property. Break 19 into 10 + 9: (10 × 2) + (9 × 2) = 20 + 18.", "solution": "19 × 2 = 38"}]	[{"hint": "Multiply using your times tables or repeated addition.", "answer": null, "question": "Calculate: 6 × 12"}, {"hint": "Multiply rows by desks per row.", "answer": null, "question": "A classroom has 6 rows of desks with 6 desks in each row. How many desks total?"}]	\N
345	115	Factoring	\N	3	\N	Factoring Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.51743	Define and explain the key concepts of Factoring.\nSolve problems involving Factoring with accuracy.\nApply Factoring strategies to real-world situations.\nShow work and explain reasoning when solving Factoring problems.\nIdentify and correct common errors in Factoring.	A quadratic equation has the form ax² + bx + c = 0. Its graph is a parabola — a U-shaped curve that opens upward (when a > 0) or downward (when a < 0).\n\nThere are three main methods for solving quadratic equations: factoring, completing the square, and the quadratic formula. Factoring works when the expression can be written as a product of two binomials. For example, x² − 5x + 6 = (x − 2)(x − 3), giving solutions x = 2 and x = 3.\n\nThe quadratic formula x = (−b ± √(b² − 4ac)) / 2a works for any quadratic equation. The discriminant (b² − 4ac) tells you how many real solutions exist: positive means two solutions, zero means one, negative means no real solutions.\n\nThe vertex of the parabola is at x = −b/(2a). This gives the maximum or minimum value of the function.	[{"term": "Quadratic Equation", "definition": "An equation of the form ax² + bx + c = 0."}, {"term": "Parabola", "definition": "The U-shaped curve produced by graphing a quadratic function."}, {"term": "Vertex", "definition": "The highest or lowest point of a parabola."}, {"term": "Factoring", "definition": "Rewriting an expression as a product of simpler expressions."}, {"term": "Quadratic Formula", "definition": "x = (−b ± √(b² − 4ac)) / 2a, used to solve any quadratic equation."}]	[{"title": "Factoring", "content": "Solve x² − 7x + 12 = 0. Find two numbers that multiply to 12 and add to −7: −3 and −4. Factor: (x − 3)(x − 4) = 0.", "solution": "x = 3 or x = 4"}, {"title": "Quadratic Formula", "content": "Solve 2x² + 3x − 2 = 0. a=2, b=3, c=−2. Discriminant = 9 + 16 = 25. x = (−3 ± 5)/4.", "solution": "x = 1/2 or x = −2"}]	[{"hint": "Find two numbers that multiply to 20 and add to −9.", "answer": "x = 4 or x = 5", "question": "Factor and solve: x² − 9x + 20 = 0"}, {"hint": "a=1, b=2, c=−8. Plug into the formula.", "answer": "x = 2 or x = −4", "question": "Use the quadratic formula to solve: x² + 2x − 8 = 0"}]	\N
346	116	Graphing Quadratics	\N	1	\N	Graphing Quadratics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.518579	Define and explain the key concepts of Graphing Quadratics.\nSolve problems involving Graphing Quadratics with accuracy.\nApply Graphing Quadratics strategies to real-world situations.\nShow work and explain reasoning when solving Graphing Quadratics problems.\nIdentify and correct common errors in Graphing Quadratics.	A function is a mathematical relationship where each input produces exactly one output. We write f(x) = 2x + 3 to define a function. If x = 4, then f(4) = 2(4) + 3 = 11.\n\nLinear functions produce straight lines when graphed. The equation y = mx + b is called slope-intercept form. The slope (m) describes how steep the line is, and the y-intercept (b) tells where the line crosses the y-axis.\n\nTo find slope between two points (x₁, y₁) and (x₂, y₂), use m = (y₂ − y₁)/(x₂ − x₁). A positive slope means the line rises from left to right. A negative slope means it falls. A slope of zero is a horizontal line.\n\nThe domain is all valid inputs, and the range is all valid outputs. For most linear functions, both the domain and range include all real numbers.	[{"term": "Function", "definition": "A rule that assigns exactly one output to each input."}, {"term": "Domain", "definition": "The set of all possible input values (x-values)."}, {"term": "Range", "definition": "The set of all possible output values (y-values)."}, {"term": "Slope", "definition": "The steepness of a line; rise over run; m = (y₂ − y₁)/(x₂ − x₁)."}, {"term": "Y-intercept", "definition": "The point where a line crosses the y-axis (where x = 0)."}, {"term": "Slope-Intercept Form", "definition": "y = mx + b, where m is slope and b is the y-intercept."}]	[{"title": "Finding Slope", "content": "Find the slope between (1, 3) and (4, 9). m = (9 − 3)/(4 − 1) = 6/3.", "solution": "m = 2"}, {"title": "Evaluating a Function", "content": "If f(x) = 3x − 5, find f(4). Substitute: f(4) = 3(4) − 5 = 12 − 5.", "solution": "f(4) = 7"}]	[{"hint": "Use m = (y₂ − y₁)/(x₂ − x₁).", "answer": "m = 2", "question": "Find the slope of the line passing through (2, 5) and (6, 13)."}, {"hint": "Use slope-intercept form: y = mx + b.", "answer": "y = 3x − 2", "question": "Write the equation of a line with slope 3 and y-intercept −2."}]	\N
453	151	Advanced Research Papers	\N	3	\N	Advanced Research Papers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.632448	Identify and explain key concepts related to Advanced Research Papers.\nApply reading and writing strategies to Advanced Research Papers tasks.\nAnalyze texts and examples connected to Advanced Research Papers.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Advanced Research Papers.	This lesson focuses on developing your language arts skills through the study of Advanced Research Papers. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Advanced Research Papers, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
347	116	Quadratic Formula	\N	2	\N	Quadratic Formula Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.51955	Define and explain the key concepts of Quadratic Formula.\nSolve problems involving Quadratic Formula with accuracy.\nApply Quadratic Formula strategies to real-world situations.\nShow work and explain reasoning when solving Quadratic Formula problems.\nIdentify and correct common errors in Quadratic Formula.	A quadratic equation has the form ax² + bx + c = 0. Its graph is a parabola — a U-shaped curve that opens upward (when a > 0) or downward (when a < 0).\n\nThere are three main methods for solving quadratic equations: factoring, completing the square, and the quadratic formula. Factoring works when the expression can be written as a product of two binomials. For example, x² − 5x + 6 = (x − 2)(x − 3), giving solutions x = 2 and x = 3.\n\nThe quadratic formula x = (−b ± √(b² − 4ac)) / 2a works for any quadratic equation. The discriminant (b² − 4ac) tells you how many real solutions exist: positive means two solutions, zero means one, negative means no real solutions.\n\nThe vertex of the parabola is at x = −b/(2a). This gives the maximum or minimum value of the function.	[{"term": "Quadratic Equation", "definition": "An equation of the form ax² + bx + c = 0."}, {"term": "Parabola", "definition": "The U-shaped curve produced by graphing a quadratic function."}, {"term": "Vertex", "definition": "The highest or lowest point of a parabola."}, {"term": "Factoring", "definition": "Rewriting an expression as a product of simpler expressions."}, {"term": "Quadratic Formula", "definition": "x = (−b ± √(b² − 4ac)) / 2a, used to solve any quadratic equation."}]	[{"title": "Factoring", "content": "Solve x² − 7x + 12 = 0. Find two numbers that multiply to 12 and add to −7: −3 and −4. Factor: (x − 3)(x − 4) = 0.", "solution": "x = 3 or x = 4"}, {"title": "Quadratic Formula", "content": "Solve 2x² + 3x − 2 = 0. a=2, b=3, c=−2. Discriminant = 9 + 16 = 25. x = (−3 ± 5)/4.", "solution": "x = 1/2 or x = −2"}]	[{"hint": "Find two numbers that multiply to 20 and add to −9.", "answer": "x = 4 or x = 5", "question": "Factor and solve: x² − 9x + 20 = 0"}, {"hint": "a=1, b=2, c=−8. Plug into the formula.", "answer": "x = 2 or x = −4", "question": "Use the quadratic formula to solve: x² + 2x − 8 = 0"}]	\N
348	116	Applications of Quadratics	\N	3	\N	Applications of Quadratics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.520445	Define and explain the key concepts of Applications of Quadratics.\nSolve problems involving Applications of Quadratics with accuracy.\nApply Applications of Quadratics strategies to real-world situations.\nShow work and explain reasoning when solving Applications of Quadratics problems.\nIdentify and correct common errors in Applications of Quadratics.	A quadratic equation has the form ax² + bx + c = 0. Its graph is a parabola — a U-shaped curve that opens upward (when a > 0) or downward (when a < 0).\n\nThere are three main methods for solving quadratic equations: factoring, completing the square, and the quadratic formula. Factoring works when the expression can be written as a product of two binomials. For example, x² − 5x + 6 = (x − 2)(x − 3), giving solutions x = 2 and x = 3.\n\nThe quadratic formula x = (−b ± √(b² − 4ac)) / 2a works for any quadratic equation. The discriminant (b² − 4ac) tells you how many real solutions exist: positive means two solutions, zero means one, negative means no real solutions.\n\nThe vertex of the parabola is at x = −b/(2a). This gives the maximum or minimum value of the function.	[{"term": "Quadratic Equation", "definition": "An equation of the form ax² + bx + c = 0."}, {"term": "Parabola", "definition": "The U-shaped curve produced by graphing a quadratic function."}, {"term": "Vertex", "definition": "The highest or lowest point of a parabola."}, {"term": "Factoring", "definition": "Rewriting an expression as a product of simpler expressions."}, {"term": "Quadratic Formula", "definition": "x = (−b ± √(b² − 4ac)) / 2a, used to solve any quadratic equation."}]	[{"title": "Factoring", "content": "Solve x² − 7x + 12 = 0. Find two numbers that multiply to 12 and add to −7: −3 and −4. Factor: (x − 3)(x − 4) = 0.", "solution": "x = 3 or x = 4"}, {"title": "Quadratic Formula", "content": "Solve 2x² + 3x − 2 = 0. a=2, b=3, c=−2. Discriminant = 9 + 16 = 25. x = (−3 ± 5)/4.", "solution": "x = 1/2 or x = −2"}]	[{"hint": "Find two numbers that multiply to 20 and add to −9.", "answer": "x = 4 or x = 5", "question": "Factor and solve: x² − 9x + 20 = 0"}, {"hint": "a=1, b=2, c=−8. Plug into the formula.", "answer": "x = 2 or x = −4", "question": "Use the quadratic formula to solve: x² + 2x − 8 = 0"}]	\N
361	121	Cell Structure and Function	\N	1	\N	Cell Structure and Function Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.534687	Explain the key scientific concepts covered in Cell Structure and Function.\nUse scientific vocabulary accurately when discussing Cell Structure and Function.\nApply the scientific method to questions related to Cell Structure and Function.\nAnalyze data and observations connected to Cell Structure and Function.\nConnect Cell Structure and Function concepts to real-world applications.	All living things are made of cells — the basic units of life. There are two main types: prokaryotic cells (no nucleus, like bacteria) and eukaryotic cells (with a nucleus, like plant and animal cells).\n\nEvery cell has essential components. The cell membrane controls what enters and leaves. The cytoplasm is the gel-like substance that fills the cell. The nucleus houses DNA, which contains genetic instructions. Mitochondria are the "powerhouses" that produce energy through cellular respiration.\n\nPlant cells have additional structures: a rigid cell wall for support, chloroplasts for photosynthesis, and a large central vacuole for storage.\n\nCells reproduce through cell division. Mitosis produces two identical cells for growth and repair. Meiosis produces four genetically unique cells for sexual reproduction.	[{"term": "Cell", "definition": "The basic unit of life; the smallest structure that can perform all life functions."}, {"term": "Nucleus", "definition": "The organelle that contains the cell's DNA and controls cell activities."}, {"term": "Mitochondria", "definition": "Organelles that produce energy (ATP) through cellular respiration."}, {"term": "Cell Membrane", "definition": "The outer boundary of the cell that controls what enters and exits."}, {"term": "Cytoplasm", "definition": "The gel-like fluid inside the cell that holds organelles in place."}, {"term": "Ribosome", "definition": "Organelles that produce proteins by translating genetic instructions."}]	[{"title": "Animal vs. Plant Cell", "content": "Both have: nucleus, mitochondria, cell membrane, ribosomes. Only plant cells have: cell wall, chloroplasts, large central vacuole.", "solution": "Plant cells have structures for photosynthesis and structural support that animal cells lack."}]	[{"hint": "Think about energy production.", "answer": "Mitochondria produce ATP (energy) through cellular respiration.", "question": "What is the function of the mitochondria?"}, {"hint": "Think about structures unique to plant cells.", "answer": "Plant cells have cell walls and chloroplasts; animal cells do not.", "question": "Name two differences between plant and animal cells."}]	\N
362	121	Cell Division	\N	2	\N	Cell Division Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.535661	Explain the key scientific concepts covered in Cell Division.\nUse scientific vocabulary accurately when discussing Cell Division.\nApply the scientific method to questions related to Cell Division.\nAnalyze data and observations connected to Cell Division.\nConnect Cell Division concepts to real-world applications.	All living things are made of cells — the basic units of life. There are two main types: prokaryotic cells (no nucleus, like bacteria) and eukaryotic cells (with a nucleus, like plant and animal cells).\n\nEvery cell has essential components. The cell membrane controls what enters and leaves. The cytoplasm is the gel-like substance that fills the cell. The nucleus houses DNA, which contains genetic instructions. Mitochondria are the "powerhouses" that produce energy through cellular respiration.\n\nPlant cells have additional structures: a rigid cell wall for support, chloroplasts for photosynthesis, and a large central vacuole for storage.\n\nCells reproduce through cell division. Mitosis produces two identical cells for growth and repair. Meiosis produces four genetically unique cells for sexual reproduction.	[{"term": "Cell", "definition": "The basic unit of life; the smallest structure that can perform all life functions."}, {"term": "Nucleus", "definition": "The organelle that contains the cell's DNA and controls cell activities."}, {"term": "Mitochondria", "definition": "Organelles that produce energy (ATP) through cellular respiration."}, {"term": "Cell Membrane", "definition": "The outer boundary of the cell that controls what enters and exits."}, {"term": "Cytoplasm", "definition": "The gel-like fluid inside the cell that holds organelles in place."}, {"term": "Ribosome", "definition": "Organelles that produce proteins by translating genetic instructions."}]	[{"title": "Animal vs. Plant Cell", "content": "Both have: nucleus, mitochondria, cell membrane, ribosomes. Only plant cells have: cell wall, chloroplasts, large central vacuole.", "solution": "Plant cells have structures for photosynthesis and structural support that animal cells lack."}]	[{"hint": "Think about energy production.", "answer": "Mitochondria produce ATP (energy) through cellular respiration.", "question": "What is the function of the mitochondria?"}, {"hint": "Think about structures unique to plant cells.", "answer": "Plant cells have cell walls and chloroplasts; animal cells do not.", "question": "Name two differences between plant and animal cells."}]	\N
372	124	Human Impact	\N	3	\N	Human Impact Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.546706	Explain the key scientific concepts covered in Human Impact.\nUse scientific vocabulary accurately when discussing Human Impact.\nApply the scientific method to questions related to Human Impact.\nAnalyze data and observations connected to Human Impact.\nConnect Human Impact concepts to real-world applications.	This lesson covers scientific concepts related to Human Impact. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Human Impact. Identify the independent and dependent variables."}]	\N
364	122	Mendel and Heredity	\N	1	\N	Mendel and Heredity Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.53816	Explain the key scientific concepts covered in Mendel and Heredity.\nUse scientific vocabulary accurately when discussing Mendel and Heredity.\nApply the scientific method to questions related to Mendel and Heredity.\nAnalyze data and observations connected to Mendel and Heredity.\nConnect Mendel and Heredity concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
365	122	DNA Structure	\N	2	\N	DNA Structure Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.539343	Explain the key scientific concepts covered in DNA Structure.\nUse scientific vocabulary accurately when discussing DNA Structure.\nApply the scientific method to questions related to DNA Structure.\nAnalyze data and observations connected to DNA Structure.\nConnect DNA Structure concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
366	122	Genetic Mutations	\N	3	\N	Genetic Mutations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.540412	Explain the key scientific concepts covered in Genetic Mutations.\nUse scientific vocabulary accurately when discussing Genetic Mutations.\nApply the scientific method to questions related to Genetic Mutations.\nAnalyze data and observations connected to Genetic Mutations.\nConnect Genetic Mutations concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
367	123	Evidence for Evolution	\N	1	\N	Evidence for Evolution Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.541759	Explain the key scientific concepts covered in Evidence for Evolution.\nUse scientific vocabulary accurately when discussing Evidence for Evolution.\nApply the scientific method to questions related to Evidence for Evolution.\nAnalyze data and observations connected to Evidence for Evolution.\nConnect Evidence for Evolution concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
368	123	Natural Selection	\N	2	\N	Natural Selection Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.542707	Explain the key scientific concepts covered in Natural Selection.\nUse scientific vocabulary accurately when discussing Natural Selection.\nApply the scientific method to questions related to Natural Selection.\nAnalyze data and observations connected to Natural Selection.\nConnect Natural Selection concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
369	123	Speciation	\N	3	\N	Speciation Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.543743	Explain the key scientific concepts covered in Speciation.\nUse scientific vocabulary accurately when discussing Speciation.\nApply the scientific method to questions related to Speciation.\nAnalyze data and observations connected to Speciation.\nConnect Speciation concepts to real-world applications.	This lesson covers scientific concepts related to Speciation. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Speciation. Identify the independent and dependent variables."}]	\N
370	124	Ecosystems and Biomes	\N	1	\N	Ecosystems and Biomes Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.545036	Explain the key scientific concepts covered in Ecosystems and Biomes.\nUse scientific vocabulary accurately when discussing Ecosystems and Biomes.\nApply the scientific method to questions related to Ecosystems and Biomes.\nAnalyze data and observations connected to Ecosystems and Biomes.\nConnect Ecosystems and Biomes concepts to real-world applications.	An ecosystem includes all living things (biotic factors) and nonliving things (abiotic factors) in an area, and the interactions between them. Biotic factors include plants, animals, and microorganisms. Abiotic factors include sunlight, water, temperature, and soil.\n\nEnergy flows through ecosystems in food chains and food webs. Producers (plants) capture energy from the Sun. Primary consumers (herbivores) eat producers. Secondary consumers (carnivores) eat primary consumers. Decomposers break down dead organisms and recycle nutrients back into the soil.\n\nOnly about 10% of energy transfers from one level to the next. This is why there are fewer top predators than herbivores in any ecosystem.\n\nBiomes are large-scale ecosystems defined by climate. Major biomes include tropical rainforest, desert, grassland, temperate forest, taiga (boreal forest), and tundra. Each biome supports different types of organisms adapted to its conditions.	[{"term": "Ecosystem", "definition": "A community of living organisms interacting with their physical environment."}, {"term": "Food Chain", "definition": "A sequence showing how energy and nutrients pass from one organism to another."}, {"term": "Producer", "definition": "An organism that makes its own food (usually through photosynthesis)."}, {"term": "Consumer", "definition": "An organism that eats other organisms for energy."}, {"term": "Decomposer", "definition": "An organism that breaks down dead material and recycles nutrients."}, {"term": "Biome", "definition": "A large region characterized by its climate and the types of organisms that live there."}]	[{"title": "Food Chain Example", "content": "Grass (producer) → Grasshopper (primary consumer) → Frog (secondary consumer) → Snake (tertiary consumer) → Hawk (top predator). Decomposers recycle nutrients from dead organisms at every level.", "solution": "Energy flows from producers to consumers, with only ~10% transferred at each step."}]	[{"hint": "Start with a plant (producer) and build up.", "answer": null, "question": "Create a food chain with at least four organisms. Label each as producer, primary consumer, secondary consumer, or top predator."}, {"hint": "Think about what decomposers do with dead material and nutrients.", "answer": "Dead material would pile up and nutrients would not be recycled back into the soil, eventually starving producers.", "question": "What would happen to an ecosystem if all decomposers disappeared?"}]	\N
371	124	Population Ecology	\N	2	\N	Population Ecology Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.545885	Explain the key scientific concepts covered in Population Ecology.\nUse scientific vocabulary accurately when discussing Population Ecology.\nApply the scientific method to questions related to Population Ecology.\nAnalyze data and observations connected to Population Ecology.\nConnect Population Ecology concepts to real-world applications.	An ecosystem includes all living things (biotic factors) and nonliving things (abiotic factors) in an area, and the interactions between them. Biotic factors include plants, animals, and microorganisms. Abiotic factors include sunlight, water, temperature, and soil.\n\nEnergy flows through ecosystems in food chains and food webs. Producers (plants) capture energy from the Sun. Primary consumers (herbivores) eat producers. Secondary consumers (carnivores) eat primary consumers. Decomposers break down dead organisms and recycle nutrients back into the soil.\n\nOnly about 10% of energy transfers from one level to the next. This is why there are fewer top predators than herbivores in any ecosystem.\n\nBiomes are large-scale ecosystems defined by climate. Major biomes include tropical rainforest, desert, grassland, temperate forest, taiga (boreal forest), and tundra. Each biome supports different types of organisms adapted to its conditions.	[{"term": "Ecosystem", "definition": "A community of living organisms interacting with their physical environment."}, {"term": "Food Chain", "definition": "A sequence showing how energy and nutrients pass from one organism to another."}, {"term": "Producer", "definition": "An organism that makes its own food (usually through photosynthesis)."}, {"term": "Consumer", "definition": "An organism that eats other organisms for energy."}, {"term": "Decomposer", "definition": "An organism that breaks down dead material and recycles nutrients."}, {"term": "Biome", "definition": "A large region characterized by its climate and the types of organisms that live there."}]	[{"title": "Food Chain Example", "content": "Grass (producer) → Grasshopper (primary consumer) → Frog (secondary consumer) → Snake (tertiary consumer) → Hawk (top predator). Decomposers recycle nutrients from dead organisms at every level.", "solution": "Energy flows from producers to consumers, with only ~10% transferred at each step."}]	[{"hint": "Start with a plant (producer) and build up.", "answer": null, "question": "Create a food chain with at least four organisms. Label each as producer, primary consumer, secondary consumer, or top predator."}, {"hint": "Think about what decomposers do with dead material and nutrients.", "answer": "Dead material would pile up and nutrients would not be recycled back into the soil, eventually starving producers.", "question": "What would happen to an ecosystem if all decomposers disappeared?"}]	\N
373	125	Early Civilizations	\N	1	\N	Early Civilizations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.548177	Explain the key ideas and events related to Early Civilizations.\nUse historical vocabulary when discussing Early Civilizations.\nAnalyze causes and effects connected to Early Civilizations.\nConnect past events to present-day situations.\nEvaluate different perspectives on Early Civilizations.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Early Civilizations."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
374	125	Classical Greece and Rome	\N	2	\N	Classical Greece and Rome Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.54905	Explain the key ideas and events related to Classical Greece and Rome.\nUse historical vocabulary when discussing Classical Greece and Rome.\nAnalyze causes and effects connected to Classical Greece and Rome.\nConnect past events to present-day situations.\nEvaluate different perspectives on Classical Greece and Rome.	This lesson explores important concepts related to Classical Greece and Rome. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Classical Greece and Rome, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Classical Greece and Rome, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Classical Greece and Rome and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Classical Greece and Rome connect to or affect the present day?"}]	\N
375	125	Rise of Religions	\N	3	\N	Rise of Religions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.549922	Explain the key ideas and events related to Rise of Religions.\nUse historical vocabulary when discussing Rise of Religions.\nAnalyze causes and effects connected to Rise of Religions.\nConnect past events to present-day situations.\nEvaluate different perspectives on Rise of Religions.	This lesson explores important concepts related to Rise of Religions. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Rise of Religions, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Rise of Religions, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Rise of Religions and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Rise of Religions connect to or affect the present day?"}]	\N
377	126	Crusades	\N	2	\N	Crusades Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.552066	Explain the key ideas and events related to Crusades.\nUse historical vocabulary when discussing Crusades.\nAnalyze causes and effects connected to Crusades.\nConnect past events to present-day situations.\nEvaluate different perspectives on Crusades.	This lesson explores important concepts related to Crusades. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Crusades, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Crusades, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Crusades and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Crusades connect to or affect the present day?"}]	\N
378	126	Renaissance	\N	3	\N	Renaissance Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.552908	Explain the key ideas and events related to Renaissance.\nUse historical vocabulary when discussing Renaissance.\nAnalyze causes and effects connected to Renaissance.\nConnect past events to present-day situations.\nEvaluate different perspectives on Renaissance.	This lesson explores important concepts related to Renaissance. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Renaissance, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Renaissance, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Renaissance and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Renaissance connect to or affect the present day?"}]	\N
379	127	Enlightenment	\N	1	\N	Enlightenment Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.554217	Explain the key ideas and events related to Enlightenment.\nUse historical vocabulary when discussing Enlightenment.\nAnalyze causes and effects connected to Enlightenment.\nConnect past events to present-day situations.\nEvaluate different perspectives on Enlightenment.	This lesson explores important concepts related to Enlightenment. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Enlightenment, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Enlightenment, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Enlightenment and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Enlightenment connect to or affect the present day?"}]	\N
380	127	French Revolution	\N	2	\N	French Revolution Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.555694	Explain the key ideas and events related to French Revolution.\nUse historical vocabulary when discussing French Revolution.\nAnalyze causes and effects connected to French Revolution.\nConnect past events to present-day situations.\nEvaluate different perspectives on French Revolution.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to French Revolution."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
381	127	Industrial Revolution	\N	3	\N	Industrial Revolution Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.556794	Explain the key ideas and events related to Industrial Revolution.\nUse historical vocabulary when discussing Industrial Revolution.\nAnalyze causes and effects connected to Industrial Revolution.\nConnect past events to present-day situations.\nEvaluate different perspectives on Industrial Revolution.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Industrial Revolution."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
382	128	World War I	\N	1	\N	World War I Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.557967	Explain the key ideas and events related to World War I.\nUse historical vocabulary when discussing World War I.\nAnalyze causes and effects connected to World War I.\nConnect past events to present-day situations.\nEvaluate different perspectives on World War I.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to World War I."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
383	128	World War II	\N	2	\N	World War II Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.558807	Explain the key ideas and events related to World War II.\nUse historical vocabulary when discussing World War II.\nAnalyze causes and effects connected to World War II.\nConnect past events to present-day situations.\nEvaluate different perspectives on World War II.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to World War II."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
384	128	Cold War	\N	3	\N	Cold War Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.559607	Explain the key ideas and events related to Cold War.\nUse historical vocabulary when discussing Cold War.\nAnalyze causes and effects connected to Cold War.\nConnect past events to present-day situations.\nEvaluate different perspectives on Cold War.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Cold War."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
397	133	Ancient and Classical Literature	\N	1	\N	Ancient and Classical Literature Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.573694	Identify and explain key concepts related to Ancient and Classical Literature.\nApply reading and writing strategies to Ancient and Classical Literature tasks.\nAnalyze texts and examples connected to Ancient and Classical Literature.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Ancient and Classical Literature.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
399	133	Modern World Literature	\N	3	\N	Modern World Literature Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.575533	Identify and explain key concepts related to Modern World Literature.\nApply reading and writing strategies to Modern World Literature tasks.\nAnalyze texts and examples connected to Modern World Literature.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Modern World Literature.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
400	134	Advanced Research Methods	\N	1	\N	Advanced Research Methods Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.576683	Identify and explain key concepts related to Advanced Research Methods.\nApply reading and writing strategies to Advanced Research Methods tasks.\nAnalyze texts and examples connected to Advanced Research Methods.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Advanced Research Methods.	This lesson focuses on developing your language arts skills through the study of Advanced Research Methods. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Advanced Research Methods, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
401	134	Argumentative Essays	\N	2	\N	Argumentative Essays Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.577645	Identify and explain key concepts related to Argumentative Essays.\nApply reading and writing strategies to Argumentative Essays tasks.\nAnalyze texts and examples connected to Argumentative Essays.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Argumentative Essays.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
402	134	Synthesis Writing	\N	3	\N	Synthesis Writing Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.578598	Identify and explain key concepts related to Synthesis Writing.\nApply reading and writing strategies to Synthesis Writing tasks.\nAnalyze texts and examples connected to Synthesis Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Synthesis Writing.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
403	135	Literary Theory	\N	1	\N	Literary Theory Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.579765	Identify and explain key concepts related to Literary Theory.\nApply reading and writing strategies to Literary Theory tasks.\nAnalyze texts and examples connected to Literary Theory.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Literary Theory.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
404	135	Analyzing Rhetoric	\N	2	\N	Analyzing Rhetoric Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.580621	Identify and explain key concepts related to Analyzing Rhetoric.\nApply reading and writing strategies to Analyzing Rhetoric tasks.\nAnalyze texts and examples connected to Analyzing Rhetoric.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Analyzing Rhetoric.	Rhetoric is the art of effective communication and persuasion. Since ancient Greece, speakers and writers have used three main appeals to persuade their audiences.\n\nEthos establishes the speaker's credibility. A doctor discussing medicine has built-in ethos through expertise. Writers build ethos by demonstrating knowledge, fairness, and good character.\n\nPathos appeals to emotions — empathy, fear, pride, anger, or hope. Storytelling and vivid language create emotional connections. However, relying only on pathos without evidence weakens an argument.\n\nLogos uses logic, data, and evidence. Statistics, research studies, and logical reasoning build a case that is hard to refute. The strongest arguments combine all three appeals.\n\nEffective argumentation also addresses counterclaims. Acknowledging and rebutting opposing viewpoints shows fairness and strengthens your position.	[{"term": "Ethos", "definition": "A persuasive appeal based on the credibility or authority of the speaker."}, {"term": "Pathos", "definition": "A persuasive appeal to the audience's emotions."}, {"term": "Logos", "definition": "A persuasive appeal based on logic, evidence, and reasoning."}, {"term": "Claim", "definition": "The main argument or position being made."}, {"term": "Counterclaim", "definition": "An opposing argument that challenges the claim."}, {"term": "Rebuttal", "definition": "A response that disproves or weakens a counterclaim."}]	[{"title": "Identifying Appeals", "content": "\\"As a 20-year veteran teacher (ethos), I have seen countless students struggle with overcrowded classrooms (pathos). Studies show that reducing class size by 30% improves test scores by 15% (logos).\\"", "solution": "This passage uses all three rhetorical appeals."}, {"title": "Addressing a Counterclaim", "content": "Claim: Schools should start later. Counterclaim: Later starts conflict with parents' work schedules. Rebuttal: Adjusted bus routes and before-school programs can accommodate working families.", "solution": "Acknowledging and responding to opposition strengthens the argument."}]	[{"hint": "Start with your claim, then support it with credibility, emotion, and evidence.", "answer": null, "question": "Write a short persuasive paragraph using at least one example of ethos, pathos, and logos."}, {"hint": "What kind of evidence is this — emotional, credibility-based, or logical?", "answer": "Ethos (appeal to expert authority) and Logos (statistical evidence).", "question": "Identify the rhetorical appeal (ethos, pathos, or logos) in this statement: \\"Nine out of ten dentists recommend this toothpaste.\\""}]	\N
405	135	Media Literacy	\N	3	\N	Media Literacy Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.581522	Identify and explain key concepts related to Media Literacy.\nApply reading and writing strategies to Media Literacy tasks.\nAnalyze texts and examples connected to Media Literacy.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Media Literacy.	This lesson focuses on developing your language arts skills through the study of Media Literacy. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Media Literacy, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
406	136	Short Story Writing	\N	1	\N	Short Story Writing Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.582658	Identify and explain key concepts related to Short Story Writing.\nApply reading and writing strategies to Short Story Writing tasks.\nAnalyze texts and examples connected to Short Story Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Short Story Writing.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
407	136	Poetry Composition	\N	2	\N	Poetry Composition Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.58348	Identify and explain key concepts related to Poetry Composition.\nApply reading and writing strategies to Poetry Composition tasks.\nAnalyze texts and examples connected to Poetry Composition.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Poetry Composition.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
408	136	Personal Narrative	\N	3	\N	Personal Narrative Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.584328	Identify and explain key concepts related to Personal Narrative.\nApply reading and writing strategies to Personal Narrative tasks.\nAnalyze texts and examples connected to Personal Narrative.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Personal Narrative.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
385	129	Points Lines and Planes	\N	1	\N	Points Lines and Planes Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.561265	Define and explain the key concepts of Points Lines and Planes.\nSolve problems involving Points Lines and Planes with accuracy.\nApply Points Lines and Planes strategies to real-world situations.\nShow work and explain reasoning when solving Points Lines and Planes problems.\nIdentify and correct common errors in Points Lines and Planes.	This lesson covers important mathematical concepts related to Points Lines and Planes. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Points Lines and Planes, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Points Lines and Planes. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Points Lines and Planes using the methods from this lesson."}]	\N
386	129	Angles and Angle Relationships	\N	2	\N	Angles and Angle Relationships Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.562169	Define and explain the key concepts of Angles and Angle Relationships.\nSolve problems involving Angles and Angle Relationships with accuracy.\nApply Angles and Angle Relationships strategies to real-world situations.\nShow work and explain reasoning when solving Angles and Angle Relationships problems.\nIdentify and correct common errors in Angles and Angle Relationships.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 6 cm and width 7 cm. Area = length × width.", "solution": "A = 6 × 7 = 42 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(6 + 7) = 2(13) = 26 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 8 and height 4."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
387	129	Parallel Lines	\N	3	\N	Parallel Lines Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.563007	Define and explain the key concepts of Parallel Lines.\nSolve problems involving Parallel Lines with accuracy.\nApply Parallel Lines strategies to real-world situations.\nShow work and explain reasoning when solving Parallel Lines problems.\nIdentify and correct common errors in Parallel Lines.	This lesson covers important mathematical concepts related to Parallel Lines. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Parallel Lines, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Parallel Lines. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Parallel Lines using the methods from this lesson."}]	\N
388	130	Triangle Properties	\N	1	\N	Triangle Properties Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.564437	Define and explain the key concepts of Triangle Properties.\nSolve problems involving Triangle Properties with accuracy.\nApply Triangle Properties strategies to real-world situations.\nShow work and explain reasoning when solving Triangle Properties problems.\nIdentify and correct common errors in Triangle Properties.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 11 cm and width 5 cm. Area = length × width.", "solution": "A = 11 × 5 = 55 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(11 + 5) = 2(16) = 32 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 8 and height 10."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
389	130	Congruent Triangles	\N	2	\N	Congruent Triangles Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.565382	Define and explain the key concepts of Congruent Triangles.\nSolve problems involving Congruent Triangles with accuracy.\nApply Congruent Triangles strategies to real-world situations.\nShow work and explain reasoning when solving Congruent Triangles problems.\nIdentify and correct common errors in Congruent Triangles.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 12 cm and width 4 cm. Area = length × width.", "solution": "A = 12 × 4 = 48 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(12 + 4) = 2(16) = 32 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 8 and height 9."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
390	130	Similar Triangles	\N	3	\N	Similar Triangles Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.56618	Define and explain the key concepts of Similar Triangles.\nSolve problems involving Similar Triangles with accuracy.\nApply Similar Triangles strategies to real-world situations.\nShow work and explain reasoning when solving Similar Triangles problems.\nIdentify and correct common errors in Similar Triangles.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 11 cm and width 7 cm. Area = length × width.", "solution": "A = 11 × 7 = 77 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(11 + 7) = 2(18) = 36 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 9 and height 6."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
391	131	Circle Properties	\N	1	\N	Circle Properties Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.567285	Define and explain the key concepts of Circle Properties.\nSolve problems involving Circle Properties with accuracy.\nApply Circle Properties strategies to real-world situations.\nShow work and explain reasoning when solving Circle Properties problems.\nIdentify and correct common errors in Circle Properties.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 10 cm and width 4 cm. Area = length × width.", "solution": "A = 10 × 4 = 40 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(10 + 4) = 2(14) = 28 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 7 and height 6."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
392	131	Arc Length and Sector Area	\N	2	\N	Arc Length and Sector Area Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.56812	Define and explain the key concepts of Arc Length and Sector Area.\nSolve problems involving Arc Length and Sector Area with accuracy.\nApply Arc Length and Sector Area strategies to real-world situations.\nShow work and explain reasoning when solving Arc Length and Sector Area problems.\nIdentify and correct common errors in Arc Length and Sector Area.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 7 cm and width 7 cm. Area = length × width.", "solution": "A = 7 × 7 = 49 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(7 + 7) = 2(14) = 28 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 14 and height 8."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
393	131	Inscribed Angles	\N	3	\N	Inscribed Angles Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.568941	Define and explain the key concepts of Inscribed Angles.\nSolve problems involving Inscribed Angles with accuracy.\nApply Inscribed Angles strategies to real-world situations.\nShow work and explain reasoning when solving Inscribed Angles problems.\nIdentify and correct common errors in Inscribed Angles.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 7 cm and width 7 cm. Area = length × width.", "solution": "A = 7 × 7 = 49 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(7 + 7) = 2(14) = 28 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 14 and height 6."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
394	132	Area of Polygons	\N	1	\N	Area of Polygons Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.570193	Define and explain the key concepts of Area of Polygons.\nSolve problems involving Area of Polygons with accuracy.\nApply Area of Polygons strategies to real-world situations.\nShow work and explain reasoning when solving Area of Polygons problems.\nIdentify and correct common errors in Area of Polygons.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 9 cm and width 7 cm. Area = length × width.", "solution": "A = 9 × 7 = 63 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(9 + 7) = 2(16) = 32 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 6 and height 8."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
396	132	Geometric Transformations	\N	3	\N	Geometric Transformations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.572175	Define and explain the key concepts of Geometric Transformations.\nSolve problems involving Geometric Transformations with accuracy.\nApply Geometric Transformations strategies to real-world situations.\nShow work and explain reasoning when solving Geometric Transformations problems.\nIdentify and correct common errors in Geometric Transformations.	This lesson covers important mathematical concepts related to Geometric Transformations. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Geometric Transformations, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Geometric Transformations. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Geometric Transformations using the methods from this lesson."}]	\N
409	137	Atoms and Elements	\N	1	\N	Atoms and Elements Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.586006	Explain the key scientific concepts covered in Atoms and Elements.\nUse scientific vocabulary accurately when discussing Atoms and Elements.\nApply the scientific method to questions related to Atoms and Elements.\nAnalyze data and observations connected to Atoms and Elements.\nConnect Atoms and Elements concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
410	137	Periodic Table	\N	2	\N	Periodic Table Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.586884	Explain the key scientific concepts covered in Periodic Table.\nUse scientific vocabulary accurately when discussing Periodic Table.\nApply the scientific method to questions related to Periodic Table.\nAnalyze data and observations connected to Periodic Table.\nConnect Periodic Table concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
411	137	Electron Configuration	\N	3	\N	Electron Configuration Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.58798	Explain the key scientific concepts covered in Electron Configuration.\nUse scientific vocabulary accurately when discussing Electron Configuration.\nApply the scientific method to questions related to Electron Configuration.\nAnalyze data and observations connected to Electron Configuration.\nConnect Electron Configuration concepts to real-world applications.	This lesson covers scientific concepts related to Electron Configuration. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Electron Configuration. Identify the independent and dependent variables."}]	\N
496	166	Modernist Writers	\N	1	\N	Modernist Writers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.678207	Identify and explain key concepts related to Modernist Writers.\nApply reading and writing strategies to Modernist Writers tasks.\nAnalyze texts and examples connected to Modernist Writers.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Modernist Writers.	This lesson focuses on developing your language arts skills through the study of Modernist Writers. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Modernist Writers, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
412	138	Ionic Bonds	\N	1	\N	Ionic Bonds Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.589331	Explain the key scientific concepts covered in Ionic Bonds.\nUse scientific vocabulary accurately when discussing Ionic Bonds.\nApply the scientific method to questions related to Ionic Bonds.\nAnalyze data and observations connected to Ionic Bonds.\nConnect Ionic Bonds concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
413	138	Covalent Bonds	\N	2	\N	Covalent Bonds Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.590209	Explain the key scientific concepts covered in Covalent Bonds.\nUse scientific vocabulary accurately when discussing Covalent Bonds.\nApply the scientific method to questions related to Covalent Bonds.\nAnalyze data and observations connected to Covalent Bonds.\nConnect Covalent Bonds concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
414	138	Metallic Bonds	\N	3	\N	Metallic Bonds Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.591119	Explain the key scientific concepts covered in Metallic Bonds.\nUse scientific vocabulary accurately when discussing Metallic Bonds.\nApply the scientific method to questions related to Metallic Bonds.\nAnalyze data and observations connected to Metallic Bonds.\nConnect Metallic Bonds concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
415	139	Balancing Equations	\N	1	\N	Balancing Equations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.592386	Explain the key scientific concepts covered in Balancing Equations.\nUse scientific vocabulary accurately when discussing Balancing Equations.\nApply the scientific method to questions related to Balancing Equations.\nAnalyze data and observations connected to Balancing Equations.\nConnect Balancing Equations concepts to real-world applications.	This lesson covers scientific concepts related to Balancing Equations. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Balancing Equations. Identify the independent and dependent variables."}]	\N
416	139	Types of Reactions	\N	2	\N	Types of Reactions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.593321	Explain the key scientific concepts covered in Types of Reactions.\nUse scientific vocabulary accurately when discussing Types of Reactions.\nApply the scientific method to questions related to Types of Reactions.\nAnalyze data and observations connected to Types of Reactions.\nConnect Types of Reactions concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
417	139	Stoichiometry	\N	3	\N	Stoichiometry Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.59422	Explain the key scientific concepts covered in Stoichiometry.\nUse scientific vocabulary accurately when discussing Stoichiometry.\nApply the scientific method to questions related to Stoichiometry.\nAnalyze data and observations connected to Stoichiometry.\nConnect Stoichiometry concepts to real-world applications.	This lesson covers scientific concepts related to Stoichiometry. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Stoichiometry. Identify the independent and dependent variables."}]	\N
418	140	Solutions and Solubility	\N	1	\N	Solutions and Solubility Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.595379	Explain the key scientific concepts covered in Solutions and Solubility.\nUse scientific vocabulary accurately when discussing Solutions and Solubility.\nApply the scientific method to questions related to Solutions and Solubility.\nAnalyze data and observations connected to Solutions and Solubility.\nConnect Solutions and Solubility concepts to real-world applications.	This lesson covers scientific concepts related to Solutions and Solubility. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Solutions and Solubility. Identify the independent and dependent variables."}]	\N
419	140	Acids and Bases	\N	2	\N	Acids and Bases Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.59635	Explain the key scientific concepts covered in Acids and Bases.\nUse scientific vocabulary accurately when discussing Acids and Bases.\nApply the scientific method to questions related to Acids and Bases.\nAnalyze data and observations connected to Acids and Bases.\nConnect Acids and Bases concepts to real-world applications.	This lesson covers scientific concepts related to Acids and Bases. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Acids and Bases. Identify the independent and dependent variables."}]	\N
421	141	Colonial Society	\N	1	\N	Colonial Society Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.598739	Explain the key ideas and events related to Colonial Society.\nUse historical vocabulary when discussing Colonial Society.\nAnalyze causes and effects connected to Colonial Society.\nConnect past events to present-day situations.\nEvaluate different perspectives on Colonial Society.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Colonial Society."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
440	147	Logarithmic Functions	\N	2	\N	Logarithmic Functions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.618975	Define and explain the key concepts of Logarithmic Functions.\nSolve problems involving Logarithmic Functions with accuracy.\nApply Logarithmic Functions strategies to real-world situations.\nShow work and explain reasoning when solving Logarithmic Functions problems.\nIdentify and correct common errors in Logarithmic Functions.	A function is a mathematical relationship where each input produces exactly one output. We write f(x) = 2x + 3 to define a function. If x = 4, then f(4) = 2(4) + 3 = 11.\n\nLinear functions produce straight lines when graphed. The equation y = mx + b is called slope-intercept form. The slope (m) describes how steep the line is, and the y-intercept (b) tells where the line crosses the y-axis.\n\nTo find slope between two points (x₁, y₁) and (x₂, y₂), use m = (y₂ − y₁)/(x₂ − x₁). A positive slope means the line rises from left to right. A negative slope means it falls. A slope of zero is a horizontal line.\n\nThe domain is all valid inputs, and the range is all valid outputs. For most linear functions, both the domain and range include all real numbers.	[{"term": "Function", "definition": "A rule that assigns exactly one output to each input."}, {"term": "Domain", "definition": "The set of all possible input values (x-values)."}, {"term": "Range", "definition": "The set of all possible output values (y-values)."}, {"term": "Slope", "definition": "The steepness of a line; rise over run; m = (y₂ − y₁)/(x₂ − x₁)."}, {"term": "Y-intercept", "definition": "The point where a line crosses the y-axis (where x = 0)."}, {"term": "Slope-Intercept Form", "definition": "y = mx + b, where m is slope and b is the y-intercept."}]	[{"title": "Finding Slope", "content": "Find the slope between (1, 3) and (4, 9). m = (9 − 3)/(4 − 1) = 6/3.", "solution": "m = 2"}, {"title": "Evaluating a Function", "content": "If f(x) = 3x − 5, find f(4). Substitute: f(4) = 3(4) − 5 = 12 − 5.", "solution": "f(4) = 7"}]	[{"hint": "Use m = (y₂ − y₁)/(x₂ − x₁).", "answer": "m = 2", "question": "Find the slope of the line passing through (2, 5) and (6, 13)."}, {"hint": "Use slope-intercept form: y = mx + b.", "answer": "y = 3x − 2", "question": "Write the equation of a line with slope 3 and y-intercept −2."}]	\N
422	141	American Revolution	\N	2	\N	American Revolution Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.600155	Explain the key ideas and events related to American Revolution.\nUse historical vocabulary when discussing American Revolution.\nAnalyze causes and effects connected to American Revolution.\nConnect past events to present-day situations.\nEvaluate different perspectives on American Revolution.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to American Revolution."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
423	141	Creating a New Nation	\N	3	\N	Creating a New Nation Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.601061	Explain the key ideas and events related to Creating a New Nation.\nUse historical vocabulary when discussing Creating a New Nation.\nAnalyze causes and effects connected to Creating a New Nation.\nConnect past events to present-day situations.\nEvaluate different perspectives on Creating a New Nation.	This lesson explores important concepts related to Creating a New Nation. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Creating a New Nation, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Creating a New Nation, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Creating a New Nation and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Creating a New Nation connect to or affect the present day?"}]	\N
424	142	Westward Expansion	\N	1	\N	Westward Expansion Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.602369	Explain the key ideas and events related to Westward Expansion.\nUse historical vocabulary when discussing Westward Expansion.\nAnalyze causes and effects connected to Westward Expansion.\nConnect past events to present-day situations.\nEvaluate different perspectives on Westward Expansion.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Westward Expansion."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
425	142	Jacksonian Democracy	\N	2	\N	Jacksonian Democracy Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.603325	Explain the key ideas and events related to Jacksonian Democracy.\nUse historical vocabulary when discussing Jacksonian Democracy.\nAnalyze causes and effects connected to Jacksonian Democracy.\nConnect past events to present-day situations.\nEvaluate different perspectives on Jacksonian Democracy.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
426	142	Manifest Destiny	\N	3	\N	Manifest Destiny Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.604237	Explain the key ideas and events related to Manifest Destiny.\nUse historical vocabulary when discussing Manifest Destiny.\nAnalyze causes and effects connected to Manifest Destiny.\nConnect past events to present-day situations.\nEvaluate different perspectives on Manifest Destiny.	This lesson explores important concepts related to Manifest Destiny. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Manifest Destiny, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Manifest Destiny, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Manifest Destiny and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Manifest Destiny connect to or affect the present day?"}]	\N
427	143	Slavery and Abolition	\N	1	\N	Slavery and Abolition Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.605531	Explain the key ideas and events related to Slavery and Abolition.\nUse historical vocabulary when discussing Slavery and Abolition.\nAnalyze causes and effects connected to Slavery and Abolition.\nConnect past events to present-day situations.\nEvaluate different perspectives on Slavery and Abolition.	This lesson explores important concepts related to Slavery and Abolition. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Slavery and Abolition, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Slavery and Abolition, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Slavery and Abolition and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Slavery and Abolition connect to or affect the present day?"}]	\N
428	143	Civil War	\N	2	\N	Civil War Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.606475	Explain the key ideas and events related to Civil War.\nUse historical vocabulary when discussing Civil War.\nAnalyze causes and effects connected to Civil War.\nConnect past events to present-day situations.\nEvaluate different perspectives on Civil War.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Civil War."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
429	143	Reconstruction Era	\N	3	\N	Reconstruction Era Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.607387	Explain the key ideas and events related to Reconstruction Era.\nUse historical vocabulary when discussing Reconstruction Era.\nAnalyze causes and effects connected to Reconstruction Era.\nConnect past events to present-day situations.\nEvaluate different perspectives on Reconstruction Era.	This lesson explores important concepts related to Reconstruction Era. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Reconstruction Era, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Reconstruction Era, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Reconstruction Era and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Reconstruction Era connect to or affect the present day?"}]	\N
430	144	World Wars	\N	1	\N	World Wars Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.608712	Explain the key ideas and events related to World Wars.\nUse historical vocabulary when discussing World Wars.\nAnalyze causes and effects connected to World Wars.\nConnect past events to present-day situations.\nEvaluate different perspectives on World Wars.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to World Wars."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
431	144	Civil Rights Movement	\N	2	\N	Civil Rights Movement Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.609796	Explain the key ideas and events related to Civil Rights Movement.\nUse historical vocabulary when discussing Civil Rights Movement.\nAnalyze causes and effects connected to Civil Rights Movement.\nConnect past events to present-day situations.\nEvaluate different perspectives on Civil Rights Movement.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
432	144	Contemporary Issues	\N	3	\N	Contemporary Issues Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.610666	Explain the key ideas and events related to Contemporary Issues.\nUse historical vocabulary when discussing Contemporary Issues.\nAnalyze causes and effects connected to Contemporary Issues.\nConnect past events to present-day situations.\nEvaluate different perspectives on Contemporary Issues.	This lesson explores important concepts related to Contemporary Issues. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Contemporary Issues, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Contemporary Issues, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Contemporary Issues and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Contemporary Issues connect to or affect the present day?"}]	\N
445	149	Early American Literature	\N	1	\N	Early American Literature Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.6248	Identify and explain key concepts related to Early American Literature.\nApply reading and writing strategies to Early American Literature tasks.\nAnalyze texts and examples connected to Early American Literature.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Early American Literature.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
449	150	Modernism	\N	2	\N	Modernism Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.628588	Identify and explain key concepts related to Modernism.\nApply reading and writing strategies to Modernism tasks.\nAnalyze texts and examples connected to Modernism.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Modernism.	This lesson focuses on developing your language arts skills through the study of Modernism. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Modernism, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
450	150	Contemporary Literature	\N	3	\N	Contemporary Literature Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.629497	Identify and explain key concepts related to Contemporary Literature.\nApply reading and writing strategies to Contemporary Literature tasks.\nAnalyze texts and examples connected to Contemporary Literature.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Contemporary Literature.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
451	151	College Application Essays	\N	1	\N	College Application Essays Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.630642	Identify and explain key concepts related to College Application Essays.\nApply reading and writing strategies to College Application Essays tasks.\nAnalyze texts and examples connected to College Application Essays.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through College Application Essays.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
452	151	Analytical Writing	\N	2	\N	Analytical Writing Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.631529	Identify and explain key concepts related to Analytical Writing.\nApply reading and writing strategies to Analytical Writing tasks.\nAnalyze texts and examples connected to Analytical Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Analytical Writing.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
454	152	Reading Comprehension Strategies	\N	1	\N	Reading Comprehension Strategies Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.633786	Identify and explain key concepts related to Reading Comprehension Strategies.\nApply reading and writing strategies to Reading Comprehension Strategies tasks.\nAnalyze texts and examples connected to Reading Comprehension Strategies.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Reading Comprehension Strategies.	Reading comprehension means understanding what you read — not just the words, but the meaning behind them. Strong readers actively engage with text by asking questions, making predictions, and connecting what they read to what they already know.\n\nThe main idea is what the text is mostly about. Supporting details are the facts, examples, and descriptions that explain or prove the main idea. To find the main idea, ask: "What is the author mostly telling me?"\n\nMaking inferences means reading between the lines. Authors do not always state everything directly. Use clues from the text plus your own knowledge to draw conclusions. For example, if a character puts on a coat and grabs an umbrella, you can infer it is cold and rainy outside.\n\nWhen you encounter unfamiliar words, use context clues — the surrounding words and sentences — to figure out the meaning. Look for definitions, examples, synonyms, or antonyms nearby.	[{"term": "Main Idea", "definition": "The central point or message of a text."}, {"term": "Supporting Details", "definition": "Facts, examples, or descriptions that back up the main idea."}, {"term": "Inference", "definition": "A conclusion drawn from evidence and reasoning, not stated directly."}, {"term": "Context Clues", "definition": "Words or phrases surrounding an unfamiliar word that help reveal its meaning."}, {"term": "Summary", "definition": "A brief restatement of the most important points of a text."}, {"term": "Author's Purpose", "definition": "The reason an author writes: to inform, persuade, entertain, or explain."}]	[{"title": "Finding the Main Idea", "content": "Read this passage: \\"Bees are essential pollinators. They carry pollen from flower to flower, helping plants reproduce. Without bees, many fruits and vegetables would not grow.\\" The main idea is that bees play a vital role in plant reproduction.", "solution": "Main idea: Bees are essential pollinators that help plants reproduce."}, {"title": "Making an Inference", "content": "The passage says: \\"Maria checked her watch again and tapped her foot.\\" What can you infer? Maria is probably waiting for someone or something and feels impatient.", "solution": "Inference: Maria is impatient about waiting."}]	[{"hint": "Ask yourself: What is this paragraph mostly about? What facts support that?", "answer": null, "question": "Read a paragraph from your current text. Identify the main idea in one sentence and list two supporting details."}, {"hint": "Look at the sentences around the unknown word for hints.", "answer": null, "question": "Find a word you do not know in your reading. Use context clues to determine its meaning, then check a dictionary."}]	\N
455	152	Grammar and Usage	\N	2	\N	Grammar and Usage Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.634757	Identify and explain key concepts related to Grammar and Usage.\nApply reading and writing strategies to Grammar and Usage tasks.\nAnalyze texts and examples connected to Grammar and Usage.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Grammar and Usage.	Every sentence has two essential parts: a subject (who or what the sentence is about) and a predicate (what the subject does or is). A complete sentence expresses a complete thought.\n\nThe eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Understanding these helps you construct clear, correct sentences.\n\nProper punctuation helps readers understand your writing. Periods end statements, question marks end questions, and exclamation marks show strong feeling. Commas separate items in a list, join independent clauses with conjunctions, and set off introductory elements.\n\nSubject-verb agreement means the verb must match the subject in number: "The dog runs" (singular) vs. "The dogs run" (plural).	[{"term": "Noun", "definition": "A word that names a person, place, thing, or idea."}, {"term": "Verb", "definition": "A word that shows action or a state of being."}, {"term": "Adjective", "definition": "A word that describes or modifies a noun."}, {"term": "Adverb", "definition": "A word that describes a verb, adjective, or another adverb (often ends in -ly)."}, {"term": "Subject", "definition": "The person, place, or thing that performs the action in a sentence."}, {"term": "Predicate", "definition": "The part of the sentence that tells what the subject does or is."}]	[{"title": "Identifying Parts of Speech", "content": "\\"The brave firefighter quickly climbed the tall ladder.\\" Noun: firefighter, ladder. Verb: climbed. Adjective: brave, tall. Adverb: quickly.", "solution": "Each word serves a specific function in the sentence."}, {"title": "Correcting a Sentence", "content": "Incorrect: \\"Me and him went to the store.\\" Correct: \\"He and I went to the store.\\" Use subject pronouns (I, he, she, we, they) as subjects.", "solution": "\\"He and I went to the store.\\""}]	[{"hint": "The subject is who/what the sentence is about. The predicate is everything else.", "answer": "Subject: The old oak tree. Predicate: swayed gently in the wind.", "question": "Identify the subject and predicate in: \\"The old oak tree swayed gently in the wind.\\""}, {"hint": "Use commas to separate items in a list.", "answer": "\\"I need eggs, milk, bread, and butter from the store.\\"", "question": "Add commas where needed: \\"I need eggs milk bread and butter from the store.\\""}]	\N
456	152	Essay Writing Under Time	\N	3	\N	Essay Writing Under Time Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.63566	Identify and explain key concepts related to Essay Writing Under Time.\nApply reading and writing strategies to Essay Writing Under Time tasks.\nAnalyze texts and examples connected to Essay Writing Under Time.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Essay Writing Under Time.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
433	145	Polynomial Operations	\N	1	\N	Polynomial Operations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.612303	Define and explain the key concepts of Polynomial Operations.\nSolve problems involving Polynomial Operations with accuracy.\nApply Polynomial Operations strategies to real-world situations.\nShow work and explain reasoning when solving Polynomial Operations problems.\nIdentify and correct common errors in Polynomial Operations.	A ratio compares two quantities. It can be written as a:b, a/b, or "a to b." Ratios can be simplified just like fractions by dividing both parts by their greatest common factor.\n\nA proportion states that two ratios are equal. To solve a proportion like x/4 = 6/8, cross-multiply: 8x = 24, so x = 3. You can also think of it as scaling: 6/8 simplifies to 3/4, so x = 3.\n\nA unit rate expresses a ratio with a denominator of 1. If you drive 150 miles in 3 hours, the unit rate is 150 ÷ 3 = 50 miles per hour. Unit rates make it easy to compare options.	[{"term": "Ratio", "definition": "A comparison of two quantities (e.g., 3:5 or 3/5)."}, {"term": "Proportion", "definition": "An equation showing two ratios are equal (a/b = c/d)."}, {"term": "Unit Rate", "definition": "A rate with a denominator of 1 (e.g., $3 per hour)."}, {"term": "Cross-Multiply", "definition": "A method for solving proportions: a/b = c/d means a × d = b × c."}]	[{"title": "Simplifying a Ratio", "content": "Simplify 12:8. The GCF of 12 and 8 is 4. Divide both by 4: 12:8 = 3:2.", "solution": "12:8 = 3:2"}, {"title": "Solving a Proportion", "content": "Solve: x/5 = 12/20. Cross multiply: 20x = 60. Divide: x = 3.", "solution": "x = 3"}]	[{"hint": "Find the GCF and divide both by it.", "answer": "3:2", "question": "Simplify the ratio 18:12."}, {"hint": "Set up a proportion: 4/6 = 10/x, then cross-multiply.", "answer": "$15", "question": "If 4 notebooks cost $6, how much do 10 notebooks cost?"}]	\N
435	145	Polynomial Division	\N	3	\N	Polynomial Division Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.614105	Define and explain the key concepts of Polynomial Division.\nSolve problems involving Polynomial Division with accuracy.\nApply Polynomial Division strategies to real-world situations.\nShow work and explain reasoning when solving Polynomial Division problems.\nIdentify and correct common errors in Polynomial Division.	Division is the inverse of multiplication. It splits a total into equal groups. When we write 12 ÷ 3 = 4, we are saying 12 can be split into 3 equal groups of 4.\n\nFor long division, follow the steps: Divide, Multiply, Subtract, Bring down (DMSB). Repeat until all digits have been processed. If there is a leftover amount, record it as the remainder.\n\nTo check your work, multiply the quotient by the divisor and add the remainder. The result should equal the dividend. For example: 17 ÷ 5 = 3 remainder 2. Check: 3 × 5 + 2 = 17. ✓	[{"term": "Quotient", "definition": "The result of dividing one number by another."}, {"term": "Dividend", "definition": "The number being divided."}, {"term": "Divisor", "definition": "The number you are dividing by."}, {"term": "Remainder", "definition": "The amount left over when division does not come out evenly."}]	[{"title": "Basic Division", "content": "Divide 12 ÷ 2. Ask: how many times does 2 go into 12?", "solution": "12 ÷ 2 = 6"}, {"title": "Division with Remainder", "content": "Divide 13 ÷ 2. 2 goes into the dividend 6 times with a remainder.", "solution": "Quotient: 6, Remainder: check your calculation"}]	[{"hint": "Use long division or think about multiplication facts.", "answer": null, "question": "Calculate: 30 ÷ 9"}, {"hint": "Divide and look at the whole number quotient.", "answer": null, "question": "39 students need to form equal teams of 5. How many full teams can be made?"}]	\N
436	146	Rational Expressions	\N	1	\N	Rational Expressions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.615283	Define and explain the key concepts of Rational Expressions.\nSolve problems involving Rational Expressions with accuracy.\nApply Rational Expressions strategies to real-world situations.\nShow work and explain reasoning when solving Rational Expressions problems.\nIdentify and correct common errors in Rational Expressions.	An equation is a statement that two expressions are equal, like 2x + 3 = 11. Solving an equation means finding the value of the variable that makes the statement true.\n\nTo solve, use inverse operations to isolate the variable. Whatever you do to one side, you must do to the other side to maintain balance. For 2x + 3 = 11: subtract 3 from both sides to get 2x = 8, then divide both sides by 2 to get x = 4.\n\nAlways check your solution by substituting it back into the original equation: 2(4) + 3 = 8 + 3 = 11. ✓\n\nExpressions can be simplified by combining like terms. Like terms have the same variable raised to the same power. For example, 3x + 5x = 8x, but 3x + 5x² cannot be combined because x and x² are different.	[{"term": "Variable", "definition": "A letter or symbol that represents an unknown value."}, {"term": "Expression", "definition": "A mathematical phrase containing numbers, variables, and operations (no equals sign)."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal (has an equals sign)."}, {"term": "Coefficient", "definition": "The number multiplied by a variable (in 3x, the coefficient is 3)."}, {"term": "Constant", "definition": "A fixed number with no variable attached."}, {"term": "Inverse Operation", "definition": "An operation that undoes another (addition undoes subtraction, multiplication undoes division)."}]	[{"title": "One-Step Equation", "content": "Solve: 8x = 24. Divide both sides by 8.", "solution": "x = 3"}, {"title": "Two-Step Equation", "content": "Solve: 8x + 6 = 30. Step 1: Subtract 6 from both sides → 8x = 24. Step 2: Divide by 8.", "solution": "x = 3"}]	[{"hint": "Subtract 7 from both sides, then divide by 3.", "answer": "x = 5", "question": "Solve: 3x + 7 = 22"}, {"hint": "Combine like terms (the x terms).", "answer": "6x − 3", "question": "Simplify: 4x + 2x − 3"}]	\N
437	146	Radical Equations	\N	2	\N	Radical Equations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.6161	Define and explain the key concepts of Radical Equations.\nSolve problems involving Radical Equations with accuracy.\nApply Radical Equations strategies to real-world situations.\nShow work and explain reasoning when solving Radical Equations problems.\nIdentify and correct common errors in Radical Equations.	An equation is a statement that two expressions are equal, like 2x + 3 = 11. Solving an equation means finding the value of the variable that makes the statement true.\n\nTo solve, use inverse operations to isolate the variable. Whatever you do to one side, you must do to the other side to maintain balance. For 2x + 3 = 11: subtract 3 from both sides to get 2x = 8, then divide both sides by 2 to get x = 4.\n\nAlways check your solution by substituting it back into the original equation: 2(4) + 3 = 8 + 3 = 11. ✓\n\nExpressions can be simplified by combining like terms. Like terms have the same variable raised to the same power. For example, 3x + 5x = 8x, but 3x + 5x² cannot be combined because x and x² are different.	[{"term": "Variable", "definition": "A letter or symbol that represents an unknown value."}, {"term": "Expression", "definition": "A mathematical phrase containing numbers, variables, and operations (no equals sign)."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal (has an equals sign)."}, {"term": "Coefficient", "definition": "The number multiplied by a variable (in 3x, the coefficient is 3)."}, {"term": "Constant", "definition": "A fixed number with no variable attached."}, {"term": "Inverse Operation", "definition": "An operation that undoes another (addition undoes subtraction, multiplication undoes division)."}]	[{"title": "One-Step Equation", "content": "Solve: 8x = 24. Divide both sides by 8.", "solution": "x = 3"}, {"title": "Two-Step Equation", "content": "Solve: 8x + 1 = 25. Step 1: Subtract 1 from both sides → 8x = 24. Step 2: Divide by 8.", "solution": "x = 3"}]	[{"hint": "Subtract 7 from both sides, then divide by 3.", "answer": "x = 5", "question": "Solve: 3x + 7 = 22"}, {"hint": "Combine like terms (the x terms).", "answer": "6x − 3", "question": "Simplify: 4x + 2x − 3"}]	\N
438	146	Complex Numbers	\N	3	\N	Complex Numbers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.616958	Define and explain the key concepts of Complex Numbers.\nSolve problems involving Complex Numbers with accuracy.\nApply Complex Numbers strategies to real-world situations.\nShow work and explain reasoning when solving Complex Numbers problems.\nIdentify and correct common errors in Complex Numbers.	This lesson covers important mathematical concepts related to Complex Numbers. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Complex Numbers, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Complex Numbers. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Complex Numbers using the methods from this lesson."}]	\N
439	147	Exponential Functions	\N	1	\N	Exponential Functions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.618115	Define and explain the key concepts of Exponential Functions.\nSolve problems involving Exponential Functions with accuracy.\nApply Exponential Functions strategies to real-world situations.\nShow work and explain reasoning when solving Exponential Functions problems.\nIdentify and correct common errors in Exponential Functions.	A function is a mathematical relationship where each input produces exactly one output. We write f(x) = 2x + 3 to define a function. If x = 4, then f(4) = 2(4) + 3 = 11.\n\nLinear functions produce straight lines when graphed. The equation y = mx + b is called slope-intercept form. The slope (m) describes how steep the line is, and the y-intercept (b) tells where the line crosses the y-axis.\n\nTo find slope between two points (x₁, y₁) and (x₂, y₂), use m = (y₂ − y₁)/(x₂ − x₁). A positive slope means the line rises from left to right. A negative slope means it falls. A slope of zero is a horizontal line.\n\nThe domain is all valid inputs, and the range is all valid outputs. For most linear functions, both the domain and range include all real numbers.	[{"term": "Function", "definition": "A rule that assigns exactly one output to each input."}, {"term": "Domain", "definition": "The set of all possible input values (x-values)."}, {"term": "Range", "definition": "The set of all possible output values (y-values)."}, {"term": "Slope", "definition": "The steepness of a line; rise over run; m = (y₂ − y₁)/(x₂ − x₁)."}, {"term": "Y-intercept", "definition": "The point where a line crosses the y-axis (where x = 0)."}, {"term": "Slope-Intercept Form", "definition": "y = mx + b, where m is slope and b is the y-intercept."}]	[{"title": "Finding Slope", "content": "Find the slope between (1, 3) and (4, 9). m = (9 − 3)/(4 − 1) = 6/3.", "solution": "m = 2"}, {"title": "Evaluating a Function", "content": "If f(x) = 3x − 5, find f(4). Substitute: f(4) = 3(4) − 5 = 12 − 5.", "solution": "f(4) = 7"}]	[{"hint": "Use m = (y₂ − y₁)/(x₂ − x₁).", "answer": "m = 2", "question": "Find the slope of the line passing through (2, 5) and (6, 13)."}, {"hint": "Use slope-intercept form: y = mx + b.", "answer": "y = 3x − 2", "question": "Write the equation of a line with slope 3 and y-intercept −2."}]	\N
441	147	Exponential Growth and Decay	\N	3	\N	Exponential Growth and Decay Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.619863	Define and explain the key concepts of Exponential Growth and Decay.\nSolve problems involving Exponential Growth and Decay with accuracy.\nApply Exponential Growth and Decay strategies to real-world situations.\nShow work and explain reasoning when solving Exponential Growth and Decay problems.\nIdentify and correct common errors in Exponential Growth and Decay.	This lesson covers important mathematical concepts related to Exponential Growth and Decay. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Exponential Growth and Decay, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Exponential Growth and Decay. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Exponential Growth and Decay using the methods from this lesson."}]	\N
442	148	Arithmetic Sequences	\N	1	\N	Arithmetic Sequences Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.621248	Define and explain the key concepts of Arithmetic Sequences.\nSolve problems involving Arithmetic Sequences with accuracy.\nApply Arithmetic Sequences strategies to real-world situations.\nShow work and explain reasoning when solving Arithmetic Sequences problems.\nIdentify and correct common errors in Arithmetic Sequences.	This lesson covers important mathematical concepts related to Arithmetic Sequences. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Arithmetic Sequences, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Arithmetic Sequences. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Arithmetic Sequences using the methods from this lesson."}]	\N
443	148	Geometric Sequences	\N	2	\N	Geometric Sequences Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.622223	Define and explain the key concepts of Geometric Sequences.\nSolve problems involving Geometric Sequences with accuracy.\nApply Geometric Sequences strategies to real-world situations.\nShow work and explain reasoning when solving Geometric Sequences problems.\nIdentify and correct common errors in Geometric Sequences.	This lesson covers important mathematical concepts related to Geometric Sequences. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Geometric Sequences, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Geometric Sequences. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Geometric Sequences using the methods from this lesson."}]	\N
444	148	Series and Summation	\N	3	\N	Series and Summation Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.623143	Define and explain the key concepts of Series and Summation.\nSolve problems involving Series and Summation with accuracy.\nApply Series and Summation strategies to real-world situations.\nShow work and explain reasoning when solving Series and Summation problems.\nIdentify and correct common errors in Series and Summation.	Addition is one of the four basic operations in mathematics. When we add numbers, we combine their values to find a total, called the sum.\n\nTo add numbers, start with the ones place and work left. If a column adds to 10 or more, write the ones digit below the line and carry the tens digit to the next column. This process is called regrouping.\n\nAddition has useful properties. The commutative property tells us that 3 + 5 gives the same result as 5 + 3. The associative property tells us that (2 + 3) + 4 equals 2 + (3 + 4). The identity property tells us that adding zero to any number leaves it unchanged.\n\nWord problems require you to identify what is being combined. Look for clue words like "total," "altogether," "combined," "in all," and "how many more." Set up the addition expression, solve carefully, and check that your answer makes sense in context.	[{"term": "Sum", "definition": "The result of adding two or more numbers together."}, {"term": "Addend", "definition": "Any number being added in an addition problem."}, {"term": "Carrying (Regrouping)", "definition": "Moving a value to the next place value column when a sum exceeds 9."}, {"term": "Commutative Property", "definition": "Changing the order of addends does not change the sum (a + b = b + a)."}, {"term": "Associative Property", "definition": "Changing the grouping of addends does not change the sum."}, {"term": "Identity Property", "definition": "Adding zero to any number gives that same number (a + 0 = a)."}]	[{"title": "Basic Addition", "content": "Add 69 + 72. Start in the ones place: 9 + 2 = 11. Since the sum is 10 or more, write 1 and carry 1. Continue to the tens place.", "solution": "69 + 72 = 141"}, {"title": "Word Problem", "content": "A library has 678 fiction books and 520 nonfiction books. How many books does the library have in total? Identify the operation: we are combining two quantities, so we add.", "solution": "678 + 520 = 1198 books"}]	[{"hint": "Start with the ones place. Regroup if the sum exceeds 9.", "answer": "171", "question": "Calculate: 86 + 85"}, {"hint": "Identify the two quantities and add them.", "answer": "822 items", "question": "A store sold 383 items on Monday and 439 items on Tuesday. How many items were sold in total?"}]	\N
457	153	Kinematics	\N	1	\N	Kinematics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.637313	Explain the key scientific concepts covered in Kinematics.\nUse scientific vocabulary accurately when discussing Kinematics.\nApply the scientific method to questions related to Kinematics.\nAnalyze data and observations connected to Kinematics.\nConnect Kinematics concepts to real-world applications.	This lesson covers scientific concepts related to Kinematics. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Kinematics. Identify the independent and dependent variables."}]	\N
458	153	Newton Laws of Motion	\N	2	\N	Newton Laws of Motion Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.638355	Explain the key scientific concepts covered in Newton Laws of Motion.\nUse scientific vocabulary accurately when discussing Newton Laws of Motion.\nApply the scientific method to questions related to Newton Laws of Motion.\nAnalyze data and observations connected to Newton Laws of Motion.\nConnect Newton Laws of Motion concepts to real-world applications.	Force is a push or pull that can change an object's speed, direction, or shape. Newton's three laws of motion describe how forces affect objects.\n\nNewton's First Law (Inertia): An object at rest stays at rest, and an object in motion stays in motion at constant velocity, unless a net external force acts on it. A ball on a table won't move unless pushed.\n\nNewton's Second Law: Force = mass × acceleration (F = ma). A greater force produces greater acceleration. A more massive object needs more force to accelerate at the same rate.\n\nNewton's Third Law: Every action has an equal and opposite reaction. When you push against a wall, the wall pushes back on you with equal force.\n\nFriction is a force that opposes motion between surfaces in contact. Gravity is the force that pulls objects toward each other — on Earth, it accelerates objects downward at 9.8 m/s².	[{"term": "Force", "definition": "A push or pull that can change an object's motion."}, {"term": "Newton's First Law", "definition": "An object at rest stays at rest, and an object in motion stays in motion, unless acted on by an outside force (inertia)."}, {"term": "Newton's Second Law", "definition": "Force equals mass times acceleration (F = ma)."}, {"term": "Newton's Third Law", "definition": "For every action, there is an equal and opposite reaction."}, {"term": "Friction", "definition": "A force that opposes the motion of objects in contact."}, {"term": "Gravity", "definition": "The force of attraction between objects with mass; on Earth, g ≈ 9.8 m/s²."}, {"term": "Acceleration", "definition": "The rate of change of velocity over time."}]	[{"title": "Newton's Second Law", "content": "A 10 kg box is pushed with a force of 50 N. What is its acceleration? F = ma → 50 = 10 × a → a = 50/10.", "solution": "a = 5 m/s²"}, {"title": "Newton's Third Law", "content": "A swimmer pushes water backward (action). The water pushes the swimmer forward (reaction). This is why swimming works.", "solution": "Action and reaction forces are equal in magnitude and opposite in direction."}]	[{"hint": "Use F = ma.", "answer": "F = 5 × 3 = 15 N", "question": "Calculate: A 5 kg object accelerates at 3 m/s². What force is acting on it?"}, {"hint": "What force opposes the ball's motion?", "answer": "Friction between the ball and grass slows it down until it stops.", "question": "Explain why a soccer ball eventually stops rolling on grass."}]	\N
459	153	Work Energy and Power	\N	3	\N	Work Energy and Power Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.639246	Explain the key scientific concepts covered in Work Energy and Power.\nUse scientific vocabulary accurately when discussing Work Energy and Power.\nApply the scientific method to questions related to Work Energy and Power.\nAnalyze data and observations connected to Work Energy and Power.\nConnect Work Energy and Power concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
460	154	Wave Properties	\N	1	\N	Wave Properties Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.640426	Explain the key scientific concepts covered in Wave Properties.\nUse scientific vocabulary accurately when discussing Wave Properties.\nApply the scientific method to questions related to Wave Properties.\nAnalyze data and observations connected to Wave Properties.\nConnect Wave Properties concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
461	154	Sound Waves	\N	2	\N	Sound Waves Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.64132	Explain the key scientific concepts covered in Sound Waves.\nUse scientific vocabulary accurately when discussing Sound Waves.\nApply the scientific method to questions related to Sound Waves.\nAnalyze data and observations connected to Sound Waves.\nConnect Sound Waves concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
462	154	Light and Optics	\N	3	\N	Light and Optics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.6422	Explain the key scientific concepts covered in Light and Optics.\nUse scientific vocabulary accurately when discussing Light and Optics.\nApply the scientific method to questions related to Light and Optics.\nAnalyze data and observations connected to Light and Optics.\nConnect Light and Optics concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
463	155	Electric Charge	\N	1	\N	Electric Charge Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.643342	Explain the key scientific concepts covered in Electric Charge.\nUse scientific vocabulary accurately when discussing Electric Charge.\nApply the scientific method to questions related to Electric Charge.\nAnalyze data and observations connected to Electric Charge.\nConnect Electric Charge concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
464	155	Circuits	\N	2	\N	Circuits Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.6442	Explain the key scientific concepts covered in Circuits.\nUse scientific vocabulary accurately when discussing Circuits.\nApply the scientific method to questions related to Circuits.\nAnalyze data and observations connected to Circuits.\nConnect Circuits concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
465	155	Magnetism	\N	3	\N	Magnetism Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.645087	Explain the key scientific concepts covered in Magnetism.\nUse scientific vocabulary accurately when discussing Magnetism.\nApply the scientific method to questions related to Magnetism.\nAnalyze data and observations connected to Magnetism.\nConnect Magnetism concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
466	156	Nuclear Physics	\N	1	\N	Nuclear Physics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.646357	Explain the key scientific concepts covered in Nuclear Physics.\nUse scientific vocabulary accurately when discussing Nuclear Physics.\nApply the scientific method to questions related to Nuclear Physics.\nAnalyze data and observations connected to Nuclear Physics.\nConnect Nuclear Physics concepts to real-world applications.	This lesson covers scientific concepts related to Nuclear Physics. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Nuclear Physics. Identify the independent and dependent variables."}]	\N
467	156	Quantum Mechanics Intro	\N	2	\N	Quantum Mechanics Intro Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.647242	Explain the key scientific concepts covered in Quantum Mechanics Intro.\nUse scientific vocabulary accurately when discussing Quantum Mechanics Intro.\nApply the scientific method to questions related to Quantum Mechanics Intro.\nAnalyze data and observations connected to Quantum Mechanics Intro.\nConnect Quantum Mechanics Intro concepts to real-world applications.	This lesson covers scientific concepts related to Quantum Mechanics Intro. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Quantum Mechanics Intro. Identify the independent and dependent variables."}]	\N
468	156	Relativity Intro	\N	3	\N	Relativity Intro Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.648077	Explain the key scientific concepts covered in Relativity Intro.\nUse scientific vocabulary accurately when discussing Relativity Intro.\nApply the scientific method to questions related to Relativity Intro.\nAnalyze data and observations connected to Relativity Intro.\nConnect Relativity Intro concepts to real-world applications.	This lesson covers scientific concepts related to Relativity Intro. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Relativity Intro. Identify the independent and dependent variables."}]	\N
495	165	Romantic and Victorian Era	\N	3	\N	Romantic and Victorian Era Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.676764	Identify and explain key concepts related to Romantic and Victorian Era.\nApply reading and writing strategies to Romantic and Victorian Era tasks.\nAnalyze texts and examples connected to Romantic and Victorian Era.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Romantic and Victorian Era.	This lesson focuses on developing your language arts skills through the study of Romantic and Victorian Era. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Romantic and Victorian Era, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
469	157	Constitution and Federalism	\N	1	\N	Constitution and Federalism Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.649576	Explain the key ideas and events related to Constitution and Federalism.\nUse historical vocabulary when discussing Constitution and Federalism.\nAnalyze causes and effects connected to Constitution and Federalism.\nConnect past events to present-day situations.\nEvaluate different perspectives on Constitution and Federalism.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
471	157	The Presidency and Courts	\N	3	\N	The Presidency and Courts Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.651344	Explain the key ideas and events related to The Presidency and Courts.\nUse historical vocabulary when discussing The Presidency and Courts.\nAnalyze causes and effects connected to The Presidency and Courts.\nConnect past events to present-day situations.\nEvaluate different perspectives on The Presidency and Courts.	This lesson explores important concepts related to The Presidency and Courts. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying The Presidency and Courts, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying The Presidency and Courts, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to The Presidency and Courts and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does The Presidency and Courts connect to or affect the present day?"}]	\N
472	158	Bill of Rights	\N	1	\N	Bill of Rights Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.652615	Explain the key ideas and events related to Bill of Rights.\nUse historical vocabulary when discussing Bill of Rights.\nAnalyze causes and effects connected to Bill of Rights.\nConnect past events to present-day situations.\nEvaluate different perspectives on Bill of Rights.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
473	158	Due Process	\N	2	\N	Due Process Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.653564	Explain the key ideas and events related to Due Process.\nUse historical vocabulary when discussing Due Process.\nAnalyze causes and effects connected to Due Process.\nConnect past events to present-day situations.\nEvaluate different perspectives on Due Process.	This lesson explores important concepts related to Due Process. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Due Process, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Due Process, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Due Process and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Due Process connect to or affect the present day?"}]	\N
474	158	Equal Protection	\N	3	\N	Equal Protection Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.654572	Explain the key ideas and events related to Equal Protection.\nUse historical vocabulary when discussing Equal Protection.\nAnalyze causes and effects connected to Equal Protection.\nConnect past events to present-day situations.\nEvaluate different perspectives on Equal Protection.	This lesson explores important concepts related to Equal Protection. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Equal Protection, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Equal Protection, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Equal Protection and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Equal Protection connect to or affect the present day?"}]	\N
475	159	Supply and Demand	\N	1	\N	Supply and Demand Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.655946	Explain the key ideas and events related to Supply and Demand.\nUse historical vocabulary when discussing Supply and Demand.\nAnalyze causes and effects connected to Supply and Demand.\nConnect past events to present-day situations.\nEvaluate different perspectives on Supply and Demand.	Economics studies how people, businesses, and governments make decisions about using limited resources. The fundamental problem of economics is scarcity: there are unlimited wants but limited resources.\n\nSupply and demand determine prices in a market economy. When demand increases and supply stays the same, prices rise. When supply increases and demand stays the same, prices fall. The equilibrium price is where supply and demand meet.\n\nOpportunity cost is what you give up when making a choice. If you spend $20 on a book, the opportunity cost is whatever else you could have bought with that $20.\n\nGovernments influence economies through taxation, spending, and regulation. Fiscal policy involves government spending and taxation. Monetary policy involves managing the money supply and interest rates.	[{"term": "Supply", "definition": "The amount of a product or service available for sale."}, {"term": "Demand", "definition": "The desire and ability of consumers to buy a product or service."}, {"term": "Scarcity", "definition": "The condition of having limited resources to meet unlimited wants."}, {"term": "Opportunity Cost", "definition": "What you give up when you choose one option over another."}, {"term": "GDP", "definition": "Gross Domestic Product; the total value of goods and services produced in a country in a year."}, {"term": "Inflation", "definition": "A general increase in prices over time, reducing purchasing power."}]	[{"title": "Supply and Demand", "content": "A popular toy at holiday time: demand is high but supply is limited → price increases. After the holidays: demand drops → price decreases or stores offer sales.", "solution": "Prices rise when demand exceeds supply and fall when supply exceeds demand."}]	[{"hint": "Opportunity cost is what you give up.", "answer": "The concert experience is the opportunity cost.", "question": "You have $50. You can buy a video game or go to a concert. If you choose the game, what is the opportunity cost?"}, {"hint": "How does rain affect demand for umbrellas?", "answer": "Demand increases while supply stays the same, so the price tends to rise.", "question": "Explain what happens to the price of umbrellas when it starts raining heavily."}]	\N
476	159	Market Structures	\N	2	\N	Market Structures Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.656768	Explain the key ideas and events related to Market Structures.\nUse historical vocabulary when discussing Market Structures.\nAnalyze causes and effects connected to Market Structures.\nConnect past events to present-day situations.\nEvaluate different perspectives on Market Structures.	Economics studies how people, businesses, and governments make decisions about using limited resources. The fundamental problem of economics is scarcity: there are unlimited wants but limited resources.\n\nSupply and demand determine prices in a market economy. When demand increases and supply stays the same, prices rise. When supply increases and demand stays the same, prices fall. The equilibrium price is where supply and demand meet.\n\nOpportunity cost is what you give up when making a choice. If you spend $20 on a book, the opportunity cost is whatever else you could have bought with that $20.\n\nGovernments influence economies through taxation, spending, and regulation. Fiscal policy involves government spending and taxation. Monetary policy involves managing the money supply and interest rates.	[{"term": "Supply", "definition": "The amount of a product or service available for sale."}, {"term": "Demand", "definition": "The desire and ability of consumers to buy a product or service."}, {"term": "Scarcity", "definition": "The condition of having limited resources to meet unlimited wants."}, {"term": "Opportunity Cost", "definition": "What you give up when you choose one option over another."}, {"term": "GDP", "definition": "Gross Domestic Product; the total value of goods and services produced in a country in a year."}, {"term": "Inflation", "definition": "A general increase in prices over time, reducing purchasing power."}]	[{"title": "Supply and Demand", "content": "A popular toy at holiday time: demand is high but supply is limited → price increases. After the holidays: demand drops → price decreases or stores offer sales.", "solution": "Prices rise when demand exceeds supply and fall when supply exceeds demand."}]	[{"hint": "Opportunity cost is what you give up.", "answer": "The concert experience is the opportunity cost.", "question": "You have $50. You can buy a video game or go to a concert. If you choose the game, what is the opportunity cost?"}, {"hint": "How does rain affect demand for umbrellas?", "answer": "Demand increases while supply stays the same, so the price tends to rise.", "question": "Explain what happens to the price of umbrellas when it starts raining heavily."}]	\N
477	159	Monetary and Fiscal Policy	\N	3	\N	Monetary and Fiscal Policy Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.6577	Explain the key ideas and events related to Monetary and Fiscal Policy.\nUse historical vocabulary when discussing Monetary and Fiscal Policy.\nAnalyze causes and effects connected to Monetary and Fiscal Policy.\nConnect past events to present-day situations.\nEvaluate different perspectives on Monetary and Fiscal Policy.	This lesson explores important concepts related to Monetary and Fiscal Policy. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Monetary and Fiscal Policy, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Monetary and Fiscal Policy, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Monetary and Fiscal Policy and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Monetary and Fiscal Policy connect to or affect the present day?"}]	\N
478	160	Budgeting	\N	1	\N	Budgeting Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.658913	Explain the key ideas and events related to Budgeting.\nUse historical vocabulary when discussing Budgeting.\nAnalyze causes and effects connected to Budgeting.\nConnect past events to present-day situations.\nEvaluate different perspectives on Budgeting.	Economics studies how people, businesses, and governments make decisions about using limited resources. The fundamental problem of economics is scarcity: there are unlimited wants but limited resources.\n\nSupply and demand determine prices in a market economy. When demand increases and supply stays the same, prices rise. When supply increases and demand stays the same, prices fall. The equilibrium price is where supply and demand meet.\n\nOpportunity cost is what you give up when making a choice. If you spend $20 on a book, the opportunity cost is whatever else you could have bought with that $20.\n\nGovernments influence economies through taxation, spending, and regulation. Fiscal policy involves government spending and taxation. Monetary policy involves managing the money supply and interest rates.	[{"term": "Supply", "definition": "The amount of a product or service available for sale."}, {"term": "Demand", "definition": "The desire and ability of consumers to buy a product or service."}, {"term": "Scarcity", "definition": "The condition of having limited resources to meet unlimited wants."}, {"term": "Opportunity Cost", "definition": "What you give up when you choose one option over another."}, {"term": "GDP", "definition": "Gross Domestic Product; the total value of goods and services produced in a country in a year."}, {"term": "Inflation", "definition": "A general increase in prices over time, reducing purchasing power."}]	[{"title": "Supply and Demand", "content": "A popular toy at holiday time: demand is high but supply is limited → price increases. After the holidays: demand drops → price decreases or stores offer sales.", "solution": "Prices rise when demand exceeds supply and fall when supply exceeds demand."}]	[{"hint": "Opportunity cost is what you give up.", "answer": "The concert experience is the opportunity cost.", "question": "You have $50. You can buy a video game or go to a concert. If you choose the game, what is the opportunity cost?"}, {"hint": "How does rain affect demand for umbrellas?", "answer": "Demand increases while supply stays the same, so the price tends to rise.", "question": "Explain what happens to the price of umbrellas when it starts raining heavily."}]	\N
479	160	Banking and Credit	\N	2	\N	Banking and Credit Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.659933	Explain the key ideas and events related to Banking and Credit.\nUse historical vocabulary when discussing Banking and Credit.\nAnalyze causes and effects connected to Banking and Credit.\nConnect past events to present-day situations.\nEvaluate different perspectives on Banking and Credit.	This lesson explores important concepts related to Banking and Credit. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Banking and Credit, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Banking and Credit, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Banking and Credit and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Banking and Credit connect to or affect the present day?"}]	\N
480	160	Investing Basics	\N	3	\N	Investing Basics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.660785	Explain the key ideas and events related to Investing Basics.\nUse historical vocabulary when discussing Investing Basics.\nAnalyze causes and effects connected to Investing Basics.\nConnect past events to present-day situations.\nEvaluate different perspectives on Investing Basics.	This lesson explores important concepts related to Investing Basics. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Investing Basics, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Investing Basics, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Investing Basics and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Investing Basics connect to or affect the present day?"}]	\N
494	165	Shakespeare	\N	2	\N	Shakespeare Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.675503	Identify and explain key concepts related to Shakespeare.\nApply reading and writing strategies to Shakespeare tasks.\nAnalyze texts and examples connected to Shakespeare.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Shakespeare.	This lesson focuses on developing your language arts skills through the study of Shakespeare. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Shakespeare, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
497	166	Post-Colonial Literature	\N	2	\N	Post-Colonial Literature Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.679112	Identify and explain key concepts related to Post-Colonial Literature.\nApply reading and writing strategies to Post-Colonial Literature tasks.\nAnalyze texts and examples connected to Post-Colonial Literature.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Post-Colonial Literature.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
498	166	Contemporary British Writers	\N	3	\N	Contemporary British Writers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.679961	Identify and explain key concepts related to Contemporary British Writers.\nApply reading and writing strategies to Contemporary British Writers tasks.\nAnalyze texts and examples connected to Contemporary British Writers.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Contemporary British Writers.	This lesson focuses on developing your language arts skills through the study of Contemporary British Writers. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Contemporary British Writers, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
499	167	Advanced Composition	\N	1	\N	Advanced Composition Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.681111	Identify and explain key concepts related to Advanced Composition.\nApply reading and writing strategies to Advanced Composition tasks.\nAnalyze texts and examples connected to Advanced Composition.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Advanced Composition.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
500	167	Academic Research	\N	2	\N	Academic Research Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.681966	Identify and explain key concepts related to Academic Research.\nApply reading and writing strategies to Academic Research tasks.\nAnalyze texts and examples connected to Academic Research.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Academic Research.	This lesson focuses on developing your language arts skills through the study of Academic Research. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Academic Research, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
483	161	Inverse Functions	\N	3	\N	Inverse Functions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.664262	Define and explain the key concepts of Inverse Functions.\nSolve problems involving Inverse Functions with accuracy.\nApply Inverse Functions strategies to real-world situations.\nShow work and explain reasoning when solving Inverse Functions problems.\nIdentify and correct common errors in Inverse Functions.	A function is a mathematical relationship where each input produces exactly one output. We write f(x) = 2x + 3 to define a function. If x = 4, then f(4) = 2(4) + 3 = 11.\n\nLinear functions produce straight lines when graphed. The equation y = mx + b is called slope-intercept form. The slope (m) describes how steep the line is, and the y-intercept (b) tells where the line crosses the y-axis.\n\nTo find slope between two points (x₁, y₁) and (x₂, y₂), use m = (y₂ − y₁)/(x₂ − x₁). A positive slope means the line rises from left to right. A negative slope means it falls. A slope of zero is a horizontal line.\n\nThe domain is all valid inputs, and the range is all valid outputs. For most linear functions, both the domain and range include all real numbers.	[{"term": "Function", "definition": "A rule that assigns exactly one output to each input."}, {"term": "Domain", "definition": "The set of all possible input values (x-values)."}, {"term": "Range", "definition": "The set of all possible output values (y-values)."}, {"term": "Slope", "definition": "The steepness of a line; rise over run; m = (y₂ − y₁)/(x₂ − x₁)."}, {"term": "Y-intercept", "definition": "The point where a line crosses the y-axis (where x = 0)."}, {"term": "Slope-Intercept Form", "definition": "y = mx + b, where m is slope and b is the y-intercept."}]	[{"title": "Finding Slope", "content": "Find the slope between (1, 3) and (4, 9). m = (9 − 3)/(4 − 1) = 6/3.", "solution": "m = 2"}, {"title": "Evaluating a Function", "content": "If f(x) = 3x − 5, find f(4). Substitute: f(4) = 3(4) − 5 = 12 − 5.", "solution": "f(4) = 7"}]	[{"hint": "Use m = (y₂ − y₁)/(x₂ − x₁).", "answer": "m = 2", "question": "Find the slope of the line passing through (2, 5) and (6, 13)."}, {"hint": "Use slope-intercept form: y = mx + b.", "answer": "y = 3x − 2", "question": "Write the equation of a line with slope 3 and y-intercept −2."}]	\N
501	167	Professional Writing	\N	3	\N	Professional Writing Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.68285	Identify and explain key concepts related to Professional Writing.\nApply reading and writing strategies to Professional Writing tasks.\nAnalyze texts and examples connected to Professional Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Professional Writing.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
502	168	Senior Research Project	\N	1	\N	Senior Research Project Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.683961	Identify and explain key concepts related to Senior Research Project.\nApply reading and writing strategies to Senior Research Project tasks.\nAnalyze texts and examples connected to Senior Research Project.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Senior Research Project.	This lesson focuses on developing your language arts skills through the study of Senior Research Project. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Senior Research Project, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
503	168	Presentation Skills	\N	2	\N	Presentation Skills Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.684769	Identify and explain key concepts related to Presentation Skills.\nApply reading and writing strategies to Presentation Skills tasks.\nAnalyze texts and examples connected to Presentation Skills.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Presentation Skills.	This lesson focuses on developing your language arts skills through the study of Presentation Skills. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Presentation Skills, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
481	161	Function Analysis	\N	1	\N	Function Analysis Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.662559	Define and explain the key concepts of Function Analysis.\nSolve problems involving Function Analysis with accuracy.\nApply Function Analysis strategies to real-world situations.\nShow work and explain reasoning when solving Function Analysis problems.\nIdentify and correct common errors in Function Analysis.	A function is a mathematical relationship where each input produces exactly one output. We write f(x) = 2x + 3 to define a function. If x = 4, then f(4) = 2(4) + 3 = 11.\n\nLinear functions produce straight lines when graphed. The equation y = mx + b is called slope-intercept form. The slope (m) describes how steep the line is, and the y-intercept (b) tells where the line crosses the y-axis.\n\nTo find slope between two points (x₁, y₁) and (x₂, y₂), use m = (y₂ − y₁)/(x₂ − x₁). A positive slope means the line rises from left to right. A negative slope means it falls. A slope of zero is a horizontal line.\n\nThe domain is all valid inputs, and the range is all valid outputs. For most linear functions, both the domain and range include all real numbers.	[{"term": "Function", "definition": "A rule that assigns exactly one output to each input."}, {"term": "Domain", "definition": "The set of all possible input values (x-values)."}, {"term": "Range", "definition": "The set of all possible output values (y-values)."}, {"term": "Slope", "definition": "The steepness of a line; rise over run; m = (y₂ − y₁)/(x₂ − x₁)."}, {"term": "Y-intercept", "definition": "The point where a line crosses the y-axis (where x = 0)."}, {"term": "Slope-Intercept Form", "definition": "y = mx + b, where m is slope and b is the y-intercept."}]	[{"title": "Finding Slope", "content": "Find the slope between (1, 3) and (4, 9). m = (9 − 3)/(4 − 1) = 6/3.", "solution": "m = 2"}, {"title": "Evaluating a Function", "content": "If f(x) = 3x − 5, find f(4). Substitute: f(4) = 3(4) − 5 = 12 − 5.", "solution": "f(4) = 7"}]	[{"hint": "Use m = (y₂ − y₁)/(x₂ − x₁).", "answer": "m = 2", "question": "Find the slope of the line passing through (2, 5) and (6, 13)."}, {"hint": "Use slope-intercept form: y = mx + b.", "answer": "y = 3x − 2", "question": "Write the equation of a line with slope 3 and y-intercept −2."}]	\N
482	161	Transformations of Functions	\N	2	\N	Transformations of Functions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.66342	Define and explain the key concepts of Transformations of Functions.\nSolve problems involving Transformations of Functions with accuracy.\nApply Transformations of Functions strategies to real-world situations.\nShow work and explain reasoning when solving Transformations of Functions problems.\nIdentify and correct common errors in Transformations of Functions.	A function is a mathematical relationship where each input produces exactly one output. We write f(x) = 2x + 3 to define a function. If x = 4, then f(4) = 2(4) + 3 = 11.\n\nLinear functions produce straight lines when graphed. The equation y = mx + b is called slope-intercept form. The slope (m) describes how steep the line is, and the y-intercept (b) tells where the line crosses the y-axis.\n\nTo find slope between two points (x₁, y₁) and (x₂, y₂), use m = (y₂ − y₁)/(x₂ − x₁). A positive slope means the line rises from left to right. A negative slope means it falls. A slope of zero is a horizontal line.\n\nThe domain is all valid inputs, and the range is all valid outputs. For most linear functions, both the domain and range include all real numbers.	[{"term": "Function", "definition": "A rule that assigns exactly one output to each input."}, {"term": "Domain", "definition": "The set of all possible input values (x-values)."}, {"term": "Range", "definition": "The set of all possible output values (y-values)."}, {"term": "Slope", "definition": "The steepness of a line; rise over run; m = (y₂ − y₁)/(x₂ − x₁)."}, {"term": "Y-intercept", "definition": "The point where a line crosses the y-axis (where x = 0)."}, {"term": "Slope-Intercept Form", "definition": "y = mx + b, where m is slope and b is the y-intercept."}]	[{"title": "Finding Slope", "content": "Find the slope between (1, 3) and (4, 9). m = (9 − 3)/(4 − 1) = 6/3.", "solution": "m = 2"}, {"title": "Evaluating a Function", "content": "If f(x) = 3x − 5, find f(4). Substitute: f(4) = 3(4) − 5 = 12 − 5.", "solution": "f(4) = 7"}]	[{"hint": "Use m = (y₂ − y₁)/(x₂ − x₁).", "answer": "m = 2", "question": "Find the slope of the line passing through (2, 5) and (6, 13)."}, {"hint": "Use slope-intercept form: y = mx + b.", "answer": "y = 3x − 2", "question": "Write the equation of a line with slope 3 and y-intercept −2."}]	\N
484	162	Trigonometric Functions	\N	1	\N	Trigonometric Functions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.665383	Define and explain the key concepts of Trigonometric Functions.\nSolve problems involving Trigonometric Functions with accuracy.\nApply Trigonometric Functions strategies to real-world situations.\nShow work and explain reasoning when solving Trigonometric Functions problems.\nIdentify and correct common errors in Trigonometric Functions.	A function is a mathematical relationship where each input produces exactly one output. We write f(x) = 2x + 3 to define a function. If x = 4, then f(4) = 2(4) + 3 = 11.\n\nLinear functions produce straight lines when graphed. The equation y = mx + b is called slope-intercept form. The slope (m) describes how steep the line is, and the y-intercept (b) tells where the line crosses the y-axis.\n\nTo find slope between two points (x₁, y₁) and (x₂, y₂), use m = (y₂ − y₁)/(x₂ − x₁). A positive slope means the line rises from left to right. A negative slope means it falls. A slope of zero is a horizontal line.\n\nThe domain is all valid inputs, and the range is all valid outputs. For most linear functions, both the domain and range include all real numbers.	[{"term": "Function", "definition": "A rule that assigns exactly one output to each input."}, {"term": "Domain", "definition": "The set of all possible input values (x-values)."}, {"term": "Range", "definition": "The set of all possible output values (y-values)."}, {"term": "Slope", "definition": "The steepness of a line; rise over run; m = (y₂ − y₁)/(x₂ − x₁)."}, {"term": "Y-intercept", "definition": "The point where a line crosses the y-axis (where x = 0)."}, {"term": "Slope-Intercept Form", "definition": "y = mx + b, where m is slope and b is the y-intercept."}]	[{"title": "Finding Slope", "content": "Find the slope between (1, 3) and (4, 9). m = (9 − 3)/(4 − 1) = 6/3.", "solution": "m = 2"}, {"title": "Evaluating a Function", "content": "If f(x) = 3x − 5, find f(4). Substitute: f(4) = 3(4) − 5 = 12 − 5.", "solution": "f(4) = 7"}]	[{"hint": "Use m = (y₂ − y₁)/(x₂ − x₁).", "answer": "m = 2", "question": "Find the slope of the line passing through (2, 5) and (6, 13)."}, {"hint": "Use slope-intercept form: y = mx + b.", "answer": "y = 3x − 2", "question": "Write the equation of a line with slope 3 and y-intercept −2."}]	\N
485	162	Trigonometric Identities	\N	2	\N	Trigonometric Identities Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.666388	Define and explain the key concepts of Trigonometric Identities.\nSolve problems involving Trigonometric Identities with accuracy.\nApply Trigonometric Identities strategies to real-world situations.\nShow work and explain reasoning when solving Trigonometric Identities problems.\nIdentify and correct common errors in Trigonometric Identities.	Trigonometry studies the relationships between angles and sides of triangles. The three primary trigonometric ratios — sine, cosine, and tangent — relate an angle in a right triangle to ratios of its sides.\n\nThe mnemonic SOH CAH TOA helps you remember: Sine = Opposite/Hypotenuse, Cosine = Adjacent/Hypotenuse, Tangent = Opposite/Adjacent.\n\nTrigonometric functions also apply to the unit circle, where any angle θ maps to coordinates (cos θ, sin θ). This extends trigonometry beyond right triangles to all angles, including those greater than 90°.\n\nCommon angle values to memorize: sin(30°) = 1/2, sin(45°) = √2/2, sin(60°) = √3/2, cos(30°) = √3/2, cos(45°) = √2/2, cos(60°) = 1/2.	[{"term": "Sine (sin)", "definition": "In a right triangle, sin(θ) = opposite side / hypotenuse."}, {"term": "Cosine (cos)", "definition": "In a right triangle, cos(θ) = adjacent side / hypotenuse."}, {"term": "Tangent (tan)", "definition": "In a right triangle, tan(θ) = opposite side / adjacent side."}, {"term": "Hypotenuse", "definition": "The longest side of a right triangle, opposite the right angle."}, {"term": "SOH CAH TOA", "definition": "Memory aid: Sine=Opposite/Hypotenuse, Cosine=Adjacent/Hypotenuse, Tangent=Opposite/Adjacent."}]	[{"title": "Finding a Side", "content": "In a right triangle with angle 30° and hypotenuse 10, find the opposite side. sin(30°) = opposite/10, so opposite = 10 × sin(30°) = 10 × 0.5.", "solution": "opposite = 5"}, {"title": "Finding an Angle", "content": "A right triangle has opposite side 4 and adjacent side 3. Find angle θ. tan(θ) = 4/3 ≈ 1.333. θ = arctan(1.333).", "solution": "θ ≈ 53.1°"}]	[{"hint": "sin(45°) = opposite/8. sin(45°) ≈ 0.707.", "answer": "≈ 5.66", "question": "Find the missing side: right triangle, angle 45°, hypotenuse 8. Find opposite."}, {"hint": "Recall the common angle values or use the unit circle.", "answer": "0.5", "question": "What is cos(60°)?"}]	\N
486	162	Applications of Trigonometry	\N	3	\N	Applications of Trigonometry Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.667244	Define and explain the key concepts of Applications of Trigonometry.\nSolve problems involving Applications of Trigonometry with accuracy.\nApply Applications of Trigonometry strategies to real-world situations.\nShow work and explain reasoning when solving Applications of Trigonometry problems.\nIdentify and correct common errors in Applications of Trigonometry.	Trigonometry studies the relationships between angles and sides of triangles. The three primary trigonometric ratios — sine, cosine, and tangent — relate an angle in a right triangle to ratios of its sides.\n\nThe mnemonic SOH CAH TOA helps you remember: Sine = Opposite/Hypotenuse, Cosine = Adjacent/Hypotenuse, Tangent = Opposite/Adjacent.\n\nTrigonometric functions also apply to the unit circle, where any angle θ maps to coordinates (cos θ, sin θ). This extends trigonometry beyond right triangles to all angles, including those greater than 90°.\n\nCommon angle values to memorize: sin(30°) = 1/2, sin(45°) = √2/2, sin(60°) = √3/2, cos(30°) = √3/2, cos(45°) = √2/2, cos(60°) = 1/2.	[{"term": "Sine (sin)", "definition": "In a right triangle, sin(θ) = opposite side / hypotenuse."}, {"term": "Cosine (cos)", "definition": "In a right triangle, cos(θ) = adjacent side / hypotenuse."}, {"term": "Tangent (tan)", "definition": "In a right triangle, tan(θ) = opposite side / adjacent side."}, {"term": "Hypotenuse", "definition": "The longest side of a right triangle, opposite the right angle."}, {"term": "SOH CAH TOA", "definition": "Memory aid: Sine=Opposite/Hypotenuse, Cosine=Adjacent/Hypotenuse, Tangent=Opposite/Adjacent."}]	[{"title": "Finding a Side", "content": "In a right triangle with angle 30° and hypotenuse 10, find the opposite side. sin(30°) = opposite/10, so opposite = 10 × sin(30°) = 10 × 0.5.", "solution": "opposite = 5"}, {"title": "Finding an Angle", "content": "A right triangle has opposite side 4 and adjacent side 3. Find angle θ. tan(θ) = 4/3 ≈ 1.333. θ = arctan(1.333).", "solution": "θ ≈ 53.1°"}]	[{"hint": "sin(45°) = opposite/8. sin(45°) ≈ 0.707.", "answer": "≈ 5.66", "question": "Find the missing side: right triangle, angle 45°, hypotenuse 8. Find opposite."}, {"hint": "Recall the common angle values or use the unit circle.", "answer": "0.5", "question": "What is cos(60°)?"}]	\N
487	163	Introduction to Limits	\N	1	\N	Introduction to Limits Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.668341	Define and explain the key concepts of Introduction to Limits.\nSolve problems involving Introduction to Limits with accuracy.\nApply Introduction to Limits strategies to real-world situations.\nShow work and explain reasoning when solving Introduction to Limits problems.\nIdentify and correct common errors in Introduction to Limits.	This lesson covers important mathematical concepts related to Introduction to Limits. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Introduction to Limits, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Introduction to Limits. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Introduction to Limits using the methods from this lesson."}]	\N
509	170	Ocean Currents	\N	2	\N	Ocean Currents Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.691471	Explain the key scientific concepts covered in Ocean Currents.\nUse scientific vocabulary accurately when discussing Ocean Currents.\nApply the scientific method to questions related to Ocean Currents.\nAnalyze data and observations connected to Ocean Currents.\nConnect Ocean Currents concepts to real-world applications.	This lesson covers scientific concepts related to Ocean Currents. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Ocean Currents. Identify the independent and dependent variables."}]	\N
488	163	Evaluating Limits	\N	2	\N	Evaluating Limits Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.669164	Define and explain the key concepts of Evaluating Limits.\nSolve problems involving Evaluating Limits with accuracy.\nApply Evaluating Limits strategies to real-world situations.\nShow work and explain reasoning when solving Evaluating Limits problems.\nIdentify and correct common errors in Evaluating Limits.	This lesson covers important mathematical concepts related to Evaluating Limits. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Evaluating Limits, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Evaluating Limits. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Evaluating Limits using the methods from this lesson."}]	\N
489	163	Continuity	\N	3	\N	Continuity Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.669959	Define and explain the key concepts of Continuity.\nSolve problems involving Continuity with accuracy.\nApply Continuity strategies to real-world situations.\nShow work and explain reasoning when solving Continuity problems.\nIdentify and correct common errors in Continuity.	This lesson covers important mathematical concepts related to Continuity. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Continuity, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Continuity. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Continuity using the methods from this lesson."}]	\N
490	164	Derivatives Concept	\N	1	\N	Derivatives Concept Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.671195	Define and explain the key concepts of Derivatives Concept.\nSolve problems involving Derivatives Concept with accuracy.\nApply Derivatives Concept strategies to real-world situations.\nShow work and explain reasoning when solving Derivatives Concept problems.\nIdentify and correct common errors in Derivatives Concept.	This lesson covers important mathematical concepts related to Derivatives Concept. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Derivatives Concept, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Derivatives Concept. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Derivatives Concept using the methods from this lesson."}]	\N
491	164	Basic Derivative Rules	\N	2	\N	Basic Derivative Rules Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.672165	Define and explain the key concepts of Basic Derivative Rules.\nSolve problems involving Basic Derivative Rules with accuracy.\nApply Basic Derivative Rules strategies to real-world situations.\nShow work and explain reasoning when solving Basic Derivative Rules problems.\nIdentify and correct common errors in Basic Derivative Rules.	This lesson covers important mathematical concepts related to Basic Derivative Rules. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Basic Derivative Rules, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Basic Derivative Rules. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Basic Derivative Rules using the methods from this lesson."}]	\N
492	164	Applications of Derivatives	\N	3	\N	Applications of Derivatives Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.673071	Define and explain the key concepts of Applications of Derivatives.\nSolve problems involving Applications of Derivatives with accuracy.\nApply Applications of Derivatives strategies to real-world situations.\nShow work and explain reasoning when solving Applications of Derivatives problems.\nIdentify and correct common errors in Applications of Derivatives.	This lesson covers important mathematical concepts related to Applications of Derivatives. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Applications of Derivatives, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Applications of Derivatives. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Applications of Derivatives using the methods from this lesson."}]	\N
505	169	Minerals and Rocks	\N	1	\N	Minerals and Rocks Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.687169	Explain the key scientific concepts covered in Minerals and Rocks.\nUse scientific vocabulary accurately when discussing Minerals and Rocks.\nApply the scientific method to questions related to Minerals and Rocks.\nAnalyze data and observations connected to Minerals and Rocks.\nConnect Minerals and Rocks concepts to real-world applications.	Earth's structure consists of layers: the crust (thin outer layer), mantle (thick layer of semi-solid rock), outer core (liquid metal), and inner core (solid metal).\n\nThe theory of plate tectonics explains that Earth's crust is divided into large plates that float on the semi-liquid mantle. Where plates meet, we see earthquakes, volcanoes, and mountain formation. Convergent boundaries (plates colliding) create mountains. Divergent boundaries (plates separating) create rift valleys. Transform boundaries (plates sliding past each other) cause earthquakes.\n\nThe rock cycle describes how rocks continuously change form. Igneous rocks form when magma cools. Sedimentary rocks form when layers of sediment are compressed over time. Metamorphic rocks form when existing rocks are changed by heat and pressure. Any rock type can transform into any other over geological time.\n\nWeathering breaks rocks down. Erosion moves the broken material. Deposition drops it in new locations. These processes shape Earth's surface over millions of years.	[{"term": "Igneous Rock", "definition": "Rock formed from cooled and solidified magma or lava."}, {"term": "Sedimentary Rock", "definition": "Rock formed from compressed layers of sediment over time."}, {"term": "Metamorphic Rock", "definition": "Rock that has been changed by heat and pressure."}, {"term": "Plate Tectonics", "definition": "The theory that Earth's crust is divided into plates that move on the mantle."}, {"term": "Erosion", "definition": "The wearing away and transport of rock and soil by wind, water, or ice."}, {"term": "Weathering", "definition": "The breaking down of rocks by physical, chemical, or biological processes."}]	[{"title": "The Rock Cycle", "content": "Granite (igneous) → weathering breaks it into sediment → sediment compresses into sandstone (sedimentary) → heat and pressure transform it into quartzite (metamorphic) → melting creates magma → cooling forms new igneous rock.", "solution": "Rocks cycle between igneous, sedimentary, and metamorphic forms."}]	[{"hint": "Think about cooling, compression, and transformation.", "answer": "Igneous (cooled magma), Sedimentary (compressed sediment), Metamorphic (changed by heat/pressure).", "question": "Name the three types of rocks and how each is formed."}, {"hint": "What occurs when two plates push together?", "answer": "Plates collide, forming mountains or subduction zones (one plate slides under another).", "question": "What happens at a convergent plate boundary?"}]	\N
507	169	Geologic Time	\N	3	\N	Geologic Time Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.689228	Explain the key scientific concepts covered in Geologic Time.\nUse scientific vocabulary accurately when discussing Geologic Time.\nApply the scientific method to questions related to Geologic Time.\nAnalyze data and observations connected to Geologic Time.\nConnect Geologic Time concepts to real-world applications.	Earth's structure consists of layers: the crust (thin outer layer), mantle (thick layer of semi-solid rock), outer core (liquid metal), and inner core (solid metal).\n\nThe theory of plate tectonics explains that Earth's crust is divided into large plates that float on the semi-liquid mantle. Where plates meet, we see earthquakes, volcanoes, and mountain formation. Convergent boundaries (plates colliding) create mountains. Divergent boundaries (plates separating) create rift valleys. Transform boundaries (plates sliding past each other) cause earthquakes.\n\nThe rock cycle describes how rocks continuously change form. Igneous rocks form when magma cools. Sedimentary rocks form when layers of sediment are compressed over time. Metamorphic rocks form when existing rocks are changed by heat and pressure. Any rock type can transform into any other over geological time.\n\nWeathering breaks rocks down. Erosion moves the broken material. Deposition drops it in new locations. These processes shape Earth's surface over millions of years.	[{"term": "Igneous Rock", "definition": "Rock formed from cooled and solidified magma or lava."}, {"term": "Sedimentary Rock", "definition": "Rock formed from compressed layers of sediment over time."}, {"term": "Metamorphic Rock", "definition": "Rock that has been changed by heat and pressure."}, {"term": "Plate Tectonics", "definition": "The theory that Earth's crust is divided into plates that move on the mantle."}, {"term": "Erosion", "definition": "The wearing away and transport of rock and soil by wind, water, or ice."}, {"term": "Weathering", "definition": "The breaking down of rocks by physical, chemical, or biological processes."}]	[{"title": "The Rock Cycle", "content": "Granite (igneous) → weathering breaks it into sediment → sediment compresses into sandstone (sedimentary) → heat and pressure transform it into quartzite (metamorphic) → melting creates magma → cooling forms new igneous rock.", "solution": "Rocks cycle between igneous, sedimentary, and metamorphic forms."}]	[{"hint": "Think about cooling, compression, and transformation.", "answer": "Igneous (cooled magma), Sedimentary (compressed sediment), Metamorphic (changed by heat/pressure).", "question": "Name the three types of rocks and how each is formed."}, {"hint": "What occurs when two plates push together?", "answer": "Plates collide, forming mountains or subduction zones (one plate slides under another).", "question": "What happens at a convergent plate boundary?"}]	\N
508	170	Ocean Floor	\N	1	\N	Ocean Floor Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.69054	Explain the key scientific concepts covered in Ocean Floor.\nUse scientific vocabulary accurately when discussing Ocean Floor.\nApply the scientific method to questions related to Ocean Floor.\nAnalyze data and observations connected to Ocean Floor.\nConnect Ocean Floor concepts to real-world applications.	This lesson covers scientific concepts related to Ocean Floor. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Ocean Floor. Identify the independent and dependent variables."}]	\N
510	170	Marine Ecosystems	\N	3	\N	Marine Ecosystems Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.692391	Explain the key scientific concepts covered in Marine Ecosystems.\nUse scientific vocabulary accurately when discussing Marine Ecosystems.\nApply the scientific method to questions related to Marine Ecosystems.\nAnalyze data and observations connected to Marine Ecosystems.\nConnect Marine Ecosystems concepts to real-world applications.	An ecosystem includes all living things (biotic factors) and nonliving things (abiotic factors) in an area, and the interactions between them. Biotic factors include plants, animals, and microorganisms. Abiotic factors include sunlight, water, temperature, and soil.\n\nEnergy flows through ecosystems in food chains and food webs. Producers (plants) capture energy from the Sun. Primary consumers (herbivores) eat producers. Secondary consumers (carnivores) eat primary consumers. Decomposers break down dead organisms and recycle nutrients back into the soil.\n\nOnly about 10% of energy transfers from one level to the next. This is why there are fewer top predators than herbivores in any ecosystem.\n\nBiomes are large-scale ecosystems defined by climate. Major biomes include tropical rainforest, desert, grassland, temperate forest, taiga (boreal forest), and tundra. Each biome supports different types of organisms adapted to its conditions.	[{"term": "Ecosystem", "definition": "A community of living organisms interacting with their physical environment."}, {"term": "Food Chain", "definition": "A sequence showing how energy and nutrients pass from one organism to another."}, {"term": "Producer", "definition": "An organism that makes its own food (usually through photosynthesis)."}, {"term": "Consumer", "definition": "An organism that eats other organisms for energy."}, {"term": "Decomposer", "definition": "An organism that breaks down dead material and recycles nutrients."}, {"term": "Biome", "definition": "A large region characterized by its climate and the types of organisms that live there."}]	[{"title": "Food Chain Example", "content": "Grass (producer) → Grasshopper (primary consumer) → Frog (secondary consumer) → Snake (tertiary consumer) → Hawk (top predator). Decomposers recycle nutrients from dead organisms at every level.", "solution": "Energy flows from producers to consumers, with only ~10% transferred at each step."}]	[{"hint": "Start with a plant (producer) and build up.", "answer": null, "question": "Create a food chain with at least four organisms. Label each as producer, primary consumer, secondary consumer, or top predator."}, {"hint": "Think about what decomposers do with dead material and nutrients.", "answer": "Dead material would pile up and nutrients would not be recycled back into the soil, eventually starving producers.", "question": "What would happen to an ecosystem if all decomposers disappeared?"}]	\N
511	171	Atmosphere	\N	1	\N	Atmosphere Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.693571	Explain the key scientific concepts covered in Atmosphere.\nUse scientific vocabulary accurately when discussing Atmosphere.\nApply the scientific method to questions related to Atmosphere.\nAnalyze data and observations connected to Atmosphere.\nConnect Atmosphere concepts to real-world applications.	Weather describes the short-term conditions of the atmosphere — temperature, humidity, precipitation, wind, and cloud cover. Climate is the long-term pattern of weather in a region.\n\nThe water cycle is the continuous movement of water through Earth's systems. It has four main stages: evaporation (water becomes vapor), condensation (vapor forms clouds), precipitation (water falls as rain or snow), and collection (water gathers in bodies of water or soaks into ground). The Sun's energy drives the water cycle.\n\nDifferent types of clouds indicate different weather. Cumulus clouds are fluffy and often mean fair weather. Stratus clouds are flat layers that may bring steady rain. Cumulonimbus clouds are tall and bring thunderstorms.\n\nWeather is measured using instruments: thermometers (temperature), barometers (air pressure), anemometers (wind speed), and rain gauges (precipitation).	[{"term": "Weather", "definition": "The short-term atmospheric conditions at a specific time and place."}, {"term": "Climate", "definition": "The average weather conditions in a region over a long period of time."}, {"term": "Evaporation", "definition": "The process by which liquid water becomes water vapor (gas)."}, {"term": "Condensation", "definition": "The process by which water vapor cools and becomes liquid water (forms clouds)."}, {"term": "Precipitation", "definition": "Water that falls from clouds as rain, snow, sleet, or hail."}, {"term": "Atmosphere", "definition": "The layer of gases surrounding Earth."}]	[{"title": "The Water Cycle", "content": "Sun heats a lake → water evaporates into vapor → vapor rises and cools → condensation forms clouds → clouds produce precipitation (rain) → rain flows back into the lake.", "solution": "Evaporation → Condensation → Precipitation → Collection"}]	[{"hint": "One is short-term, the other is long-term.", "answer": "Weather is daily atmospheric conditions; climate is the average conditions over decades.", "question": "Explain the difference between weather and climate."}, {"hint": "What happens when water vapor cools?", "answer": "Water vapor cools and changes from gas to liquid, forming clouds.", "question": "Describe what happens during condensation in the water cycle."}]	\N
512	171	Weather Systems	\N	2	\N	Weather Systems Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.694527	Explain the key scientific concepts covered in Weather Systems.\nUse scientific vocabulary accurately when discussing Weather Systems.\nApply the scientific method to questions related to Weather Systems.\nAnalyze data and observations connected to Weather Systems.\nConnect Weather Systems concepts to real-world applications.	Weather describes the short-term conditions of the atmosphere — temperature, humidity, precipitation, wind, and cloud cover. Climate is the long-term pattern of weather in a region.\n\nThe water cycle is the continuous movement of water through Earth's systems. It has four main stages: evaporation (water becomes vapor), condensation (vapor forms clouds), precipitation (water falls as rain or snow), and collection (water gathers in bodies of water or soaks into ground). The Sun's energy drives the water cycle.\n\nDifferent types of clouds indicate different weather. Cumulus clouds are fluffy and often mean fair weather. Stratus clouds are flat layers that may bring steady rain. Cumulonimbus clouds are tall and bring thunderstorms.\n\nWeather is measured using instruments: thermometers (temperature), barometers (air pressure), anemometers (wind speed), and rain gauges (precipitation).	[{"term": "Weather", "definition": "The short-term atmospheric conditions at a specific time and place."}, {"term": "Climate", "definition": "The average weather conditions in a region over a long period of time."}, {"term": "Evaporation", "definition": "The process by which liquid water becomes water vapor (gas)."}, {"term": "Condensation", "definition": "The process by which water vapor cools and becomes liquid water (forms clouds)."}, {"term": "Precipitation", "definition": "Water that falls from clouds as rain, snow, sleet, or hail."}, {"term": "Atmosphere", "definition": "The layer of gases surrounding Earth."}]	[{"title": "The Water Cycle", "content": "Sun heats a lake → water evaporates into vapor → vapor rises and cools → condensation forms clouds → clouds produce precipitation (rain) → rain flows back into the lake.", "solution": "Evaporation → Condensation → Precipitation → Collection"}]	[{"hint": "One is short-term, the other is long-term.", "answer": "Weather is daily atmospheric conditions; climate is the average conditions over decades.", "question": "Explain the difference between weather and climate."}, {"hint": "What happens when water vapor cools?", "answer": "Water vapor cools and changes from gas to liquid, forming clouds.", "question": "Describe what happens during condensation in the water cycle."}]	\N
513	171	Climate Patterns	\N	3	\N	Climate Patterns Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.695384	Explain the key scientific concepts covered in Climate Patterns.\nUse scientific vocabulary accurately when discussing Climate Patterns.\nApply the scientific method to questions related to Climate Patterns.\nAnalyze data and observations connected to Climate Patterns.\nConnect Climate Patterns concepts to real-world applications.	Weather describes the short-term conditions of the atmosphere — temperature, humidity, precipitation, wind, and cloud cover. Climate is the long-term pattern of weather in a region.\n\nThe water cycle is the continuous movement of water through Earth's systems. It has four main stages: evaporation (water becomes vapor), condensation (vapor forms clouds), precipitation (water falls as rain or snow), and collection (water gathers in bodies of water or soaks into ground). The Sun's energy drives the water cycle.\n\nDifferent types of clouds indicate different weather. Cumulus clouds are fluffy and often mean fair weather. Stratus clouds are flat layers that may bring steady rain. Cumulonimbus clouds are tall and bring thunderstorms.\n\nWeather is measured using instruments: thermometers (temperature), barometers (air pressure), anemometers (wind speed), and rain gauges (precipitation).	[{"term": "Weather", "definition": "The short-term atmospheric conditions at a specific time and place."}, {"term": "Climate", "definition": "The average weather conditions in a region over a long period of time."}, {"term": "Evaporation", "definition": "The process by which liquid water becomes water vapor (gas)."}, {"term": "Condensation", "definition": "The process by which water vapor cools and becomes liquid water (forms clouds)."}, {"term": "Precipitation", "definition": "Water that falls from clouds as rain, snow, sleet, or hail."}, {"term": "Atmosphere", "definition": "The layer of gases surrounding Earth."}]	[{"title": "The Water Cycle", "content": "Sun heats a lake → water evaporates into vapor → vapor rises and cools → condensation forms clouds → clouds produce precipitation (rain) → rain flows back into the lake.", "solution": "Evaporation → Condensation → Precipitation → Collection"}]	[{"hint": "One is short-term, the other is long-term.", "answer": "Weather is daily atmospheric conditions; climate is the average conditions over decades.", "question": "Explain the difference between weather and climate."}, {"hint": "What happens when water vapor cools?", "answer": "Water vapor cools and changes from gas to liquid, forming clouds.", "question": "Describe what happens during condensation in the water cycle."}]	\N
514	172	Stars and Stellar Evolution	\N	1	\N	Stars and Stellar Evolution Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.69658	Explain the key scientific concepts covered in Stars and Stellar Evolution.\nUse scientific vocabulary accurately when discussing Stars and Stellar Evolution.\nApply the scientific method to questions related to Stars and Stellar Evolution.\nAnalyze data and observations connected to Stars and Stellar Evolution.\nConnect Stars and Stellar Evolution concepts to real-world applications.	Our solar system consists of the Sun, eight planets, their moons, and many smaller objects. The four inner planets (Mercury, Venus, Earth, Mars) are rocky. The four outer planets (Jupiter, Saturn, Uranus, Neptune) are gas or ice giants.\n\nEarth rotates on its axis once every 24 hours, creating day and night. It revolves around the Sun once every 365.25 days, creating a year. The tilt of Earth's axis (23.5°) causes the seasons as different parts of Earth receive varying amounts of sunlight throughout the year.\n\nStars are massive balls of hot gas that produce energy through nuclear fusion. Our Sun is a medium-sized star. Stars vary in size, temperature, color, and brightness. They go through a life cycle: nebula → main sequence star → red giant → white dwarf (or supernova for massive stars).\n\nOur galaxy, the Milky Way, contains billions of stars. The observable universe contains billions of galaxies.	[{"term": "Solar System", "definition": "The Sun and all objects that orbit around it, including planets, moons, asteroids, and comets."}, {"term": "Orbit", "definition": "The curved path an object follows as it revolves around another object due to gravity."}, {"term": "Rotation", "definition": "The spinning of an object on its axis (causes day and night on Earth)."}, {"term": "Revolution", "definition": "The movement of an object around another object (Earth revolves around the Sun, creating a year)."}, {"term": "Light-Year", "definition": "The distance light travels in one year — about 5.88 trillion miles."}, {"term": "Galaxy", "definition": "A massive system of stars, gas, and dust held together by gravity."}]	[{"title": "Why Seasons Occur", "content": "In June, the Northern Hemisphere tilts toward the Sun → longer days, more direct sunlight → summer. In December, it tilts away → shorter days, less direct sunlight → winter. The Southern Hemisphere has opposite seasons.", "solution": "Seasons are caused by Earth's axial tilt, not distance from the Sun."}]	[{"hint": "My Very Educated Mother Just Served Us Nachos.", "answer": "Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune", "question": "List the eight planets in order from the Sun."}, {"hint": "One is spinning, the other is orbiting.", "answer": "Rotation is spinning on an axis (day/night). Revolution is orbiting around another object (year).", "question": "What is the difference between rotation and revolution?"}]	\N
515	172	Galaxies	\N	2	\N	Galaxies Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.697439	Explain the key scientific concepts covered in Galaxies.\nUse scientific vocabulary accurately when discussing Galaxies.\nApply the scientific method to questions related to Galaxies.\nAnalyze data and observations connected to Galaxies.\nConnect Galaxies concepts to real-world applications.	This lesson covers scientific concepts related to Galaxies. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Galaxies. Identify the independent and dependent variables."}]	\N
516	172	Cosmology	\N	3	\N	Cosmology Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.698332	Explain the key scientific concepts covered in Cosmology.\nUse scientific vocabulary accurately when discussing Cosmology.\nApply the scientific method to questions related to Cosmology.\nAnalyze data and observations connected to Cosmology.\nConnect Cosmology concepts to real-world applications.	This lesson covers scientific concepts related to Cosmology. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Cosmology. Identify the independent and dependent variables."}]	\N
517	173	Globalization	\N	1	\N	Globalization Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.699862	Explain the key ideas and events related to Globalization.\nUse historical vocabulary when discussing Globalization.\nAnalyze causes and effects connected to Globalization.\nConnect past events to present-day situations.\nEvaluate different perspectives on Globalization.	This lesson explores important concepts related to Globalization. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Globalization, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Globalization, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Globalization and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Globalization connect to or affect the present day?"}]	\N
518	173	International Organizations	\N	2	\N	International Organizations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.700777	Explain the key ideas and events related to International Organizations.\nUse historical vocabulary when discussing International Organizations.\nAnalyze causes and effects connected to International Organizations.\nConnect past events to present-day situations.\nEvaluate different perspectives on International Organizations.	This lesson explores important concepts related to International Organizations. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying International Organizations, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying International Organizations, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to International Organizations and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does International Organizations connect to or affect the present day?"}]	\N
519	173	Human Rights	\N	3	\N	Human Rights Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.701639	Explain the key ideas and events related to Human Rights.\nUse historical vocabulary when discussing Human Rights.\nAnalyze causes and effects connected to Human Rights.\nConnect past events to present-day situations.\nEvaluate different perspectives on Human Rights.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
520	174	World Powers	\N	1	\N	World Powers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.702765	Explain the key ideas and events related to World Powers.\nUse historical vocabulary when discussing World Powers.\nAnalyze causes and effects connected to World Powers.\nConnect past events to present-day situations.\nEvaluate different perspectives on World Powers.	This lesson explores important concepts related to World Powers. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying World Powers, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying World Powers, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to World Powers and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does World Powers connect to or affect the present day?"}]	\N
521	174	Regional Conflicts	\N	2	\N	Regional Conflicts Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.703673	Explain the key ideas and events related to Regional Conflicts.\nUse historical vocabulary when discussing Regional Conflicts.\nAnalyze causes and effects connected to Regional Conflicts.\nConnect past events to present-day situations.\nEvaluate different perspectives on Regional Conflicts.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Regional Conflicts."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
522	174	Diplomacy	\N	3	\N	Diplomacy Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.704689	Explain the key ideas and events related to Diplomacy.\nUse historical vocabulary when discussing Diplomacy.\nAnalyze causes and effects connected to Diplomacy.\nConnect past events to present-day situations.\nEvaluate different perspectives on Diplomacy.	This lesson explores important concepts related to Diplomacy. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Diplomacy, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Diplomacy, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Diplomacy and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Diplomacy connect to or affect the present day?"}]	\N
523	175	Culture and Society	\N	1	\N	Culture and Society Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.705967	Explain the key ideas and events related to Culture and Society.\nUse historical vocabulary when discussing Culture and Society.\nAnalyze causes and effects connected to Culture and Society.\nConnect past events to present-day situations.\nEvaluate different perspectives on Culture and Society.	This lesson explores important concepts related to Culture and Society. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Culture and Society, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Culture and Society, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Culture and Society and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Culture and Society connect to or affect the present day?"}]	\N
524	175	Social Institutions	\N	2	\N	Social Institutions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.706854	Explain the key ideas and events related to Social Institutions.\nUse historical vocabulary when discussing Social Institutions.\nAnalyze causes and effects connected to Social Institutions.\nConnect past events to present-day situations.\nEvaluate different perspectives on Social Institutions.	This lesson explores important concepts related to Social Institutions. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Social Institutions, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Social Institutions, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Social Institutions and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Social Institutions connect to or affect the present day?"}]	\N
525	175	Social Change	\N	3	\N	Social Change Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.70784	Explain the key ideas and events related to Social Change.\nUse historical vocabulary when discussing Social Change.\nAnalyze causes and effects connected to Social Change.\nConnect past events to present-day situations.\nEvaluate different perspectives on Social Change.	This lesson explores important concepts related to Social Change. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Social Change, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Social Change, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Social Change and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Social Change connect to or affect the present day?"}]	\N
526	176	Analyzing News	\N	1	\N	Analyzing News Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.708981	Explain the key ideas and events related to Analyzing News.\nUse historical vocabulary when discussing Analyzing News.\nAnalyze causes and effects connected to Analyzing News.\nConnect past events to present-day situations.\nEvaluate different perspectives on Analyzing News.	This lesson explores important concepts related to Analyzing News. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Analyzing News, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Analyzing News, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Analyzing News and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Analyzing News connect to or affect the present day?"}]	\N
527	176	Media Literacy	\N	2	\N	Media Literacy Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.709842	Explain the key ideas and events related to Media Literacy.\nUse historical vocabulary when discussing Media Literacy.\nAnalyze causes and effects connected to Media Literacy.\nConnect past events to present-day situations.\nEvaluate different perspectives on Media Literacy.	This lesson explores important concepts related to Media Literacy. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Media Literacy, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Media Literacy, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Media Literacy and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Media Literacy connect to or affect the present day?"}]	\N
528	176	Civic Engagement	\N	3	\N	Civic Engagement Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.710803	Explain the key ideas and events related to Civic Engagement.\nUse historical vocabulary when discussing Civic Engagement.\nAnalyze causes and effects connected to Civic Engagement.\nConnect past events to present-day situations.\nEvaluate different perspectives on Civic Engagement.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
\.


--
-- Data for Name: notifications; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.notifications (id, user_id, student_id, notification_type, title, message, is_read, is_emailed, priority, link, created_at) FROM stdin;
\.


--
-- Data for Name: period_grades; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.period_grades (id, student_id, course_id, assessment_period_id, homework_avg, quiz_avg, test_avg, weighted_average, letter_grade, teacher_comments, created_at, updated_at) FROM stdin;
\.


--
-- Data for Name: retakes; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.retakes (id, assignment_id, student_id, original_grade_id, new_grade_id, retake_number, reason, approved_by, submitted_date, status, created_at) FROM stdin;
\.


--
-- Data for Name: submissions; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.submissions (id, assignment_id, student_id, submission_date, submission_text, submission_file_url, submission_file_name, hours_spent, status, is_retake, retake_number, created_at, updated_at) FROM stdin;
\.


--
-- Data for Name: units; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.units (id, course_id, title, description, unit_number, is_active, created_at) FROM stdin;
1	1	Counting and Numbers	Unit 1: Counting and Numbers	1	t	2026-06-23 11:23:04.120843
2	1	Addition Basics	Unit 2: Addition Basics	2	t	2026-06-23 11:23:04.133769
3	1	Subtraction Basics	Unit 3: Subtraction Basics	3	t	2026-06-23 11:23:04.137834
4	1	Shapes and Measurement	Unit 4: Shapes and Measurement	4	t	2026-06-23 11:23:04.141682
5	2	Phonics and Letter Sounds	Unit 1: Phonics and Letter Sounds	1	t	2026-06-23 11:23:04.145826
6	2	Sight Words and Reading	Unit 2: Sight Words and Reading	2	t	2026-06-23 11:23:04.149594
7	2	Writing Basics	Unit 3: Writing Basics	3	t	2026-06-23 11:23:04.153295
8	2	Grammar Foundations	Unit 4: Grammar Foundations	4	t	2026-06-23 11:23:04.158467
9	3	Living Things	Unit 1: Living Things	1	t	2026-06-23 11:23:04.16307
10	3	Weather and Seasons	Unit 2: Weather and Seasons	2	t	2026-06-23 11:23:04.16648
11	3	Earth and Space	Unit 3: Earth and Space	3	t	2026-06-23 11:23:04.170091
12	4	My Community	Unit 1: My Community	1	t	2026-06-23 11:23:04.174029
13	4	Maps and Geography	Unit 2: Maps and Geography	2	t	2026-06-23 11:23:04.177323
14	4	American Symbols	Unit 3: American Symbols	3	t	2026-06-23 11:23:04.181199
15	5	Place Value	Unit 1: Place Value	1	t	2026-06-23 11:23:04.18522
16	5	Addition and Subtraction	Unit 2: Addition and Subtraction	2	t	2026-06-23 11:23:04.188842
17	5	Measurement	Unit 3: Measurement	3	t	2026-06-23 11:23:04.192887
18	5	Money and Data	Unit 4: Money and Data	4	t	2026-06-23 11:23:04.197086
19	6	Reading Fluency	Unit 1: Reading Fluency	1	t	2026-06-23 11:23:04.201012
20	6	Writing Paragraphs	Unit 2: Writing Paragraphs	2	t	2026-06-23 11:23:04.204592
21	6	Grammar	Unit 3: Grammar	3	t	2026-06-23 11:23:04.208177
22	6	Spelling and Vocabulary	Unit 4: Spelling and Vocabulary	4	t	2026-06-23 11:23:04.211417
23	7	Matter	Unit 1: Matter	1	t	2026-06-23 11:23:04.215011
24	7	Force and Motion	Unit 2: Force and Motion	2	t	2026-06-23 11:23:04.218256
25	7	Life Cycles	Unit 3: Life Cycles	3	t	2026-06-23 11:23:04.22191
26	8	Geography	Unit 1: Geography	1	t	2026-06-23 11:23:04.225819
27	8	History	Unit 2: History	2	t	2026-06-23 11:23:04.228796
28	8	Economics	Unit 3: Economics	3	t	2026-06-23 11:23:04.231996
29	9	Multiplication	Unit 1: Multiplication	1	t	2026-06-23 11:23:04.235594
30	9	Division	Unit 2: Division	2	t	2026-06-23 11:23:04.23907
31	9	Fractions	Unit 3: Fractions	3	t	2026-06-23 11:23:04.242274
32	9	Geometry	Unit 4: Geometry	4	t	2026-06-23 11:23:04.245365
33	10	Reading Comprehension	Unit 1: Reading Comprehension	1	t	2026-06-23 11:23:04.248845
34	10	Writing	Unit 2: Writing	2	t	2026-06-23 11:23:04.252243
35	10	Grammar	Unit 3: Grammar	3	t	2026-06-23 11:23:04.255598
36	10	Research Skills	Unit 4: Research Skills	4	t	2026-06-23 11:23:04.258856
37	11	Forces and Motion	Unit 1: Forces and Motion	1	t	2026-06-23 11:23:04.262333
38	11	Ecosystems	Unit 2: Ecosystems	2	t	2026-06-23 11:23:04.265594
39	11	Weather	Unit 3: Weather	3	t	2026-06-23 11:23:04.268826
40	12	Communities	Unit 1: Communities	1	t	2026-06-23 11:23:04.272909
41	12	Geography	Unit 2: Geography	2	t	2026-06-23 11:23:04.276118
42	12	Economics	Unit 3: Economics	3	t	2026-06-23 11:23:04.279338
43	13	Multi-Digit Operations	Unit 1: Multi-Digit Operations	1	t	2026-06-23 11:23:04.282855
44	13	Fractions and Decimals	Unit 2: Fractions and Decimals	2	t	2026-06-23 11:23:04.285999
45	13	Measurement	Unit 3: Measurement	3	t	2026-06-23 11:23:04.289694
46	13	Patterns and Algebra	Unit 4: Patterns and Algebra	4	t	2026-06-23 11:23:04.292867
47	14	Literature	Unit 1: Literature	1	t	2026-06-23 11:23:04.296272
48	14	Writing	Unit 2: Writing	2	t	2026-06-23 11:23:04.29945
49	14	Grammar	Unit 3: Grammar	3	t	2026-06-23 11:23:04.302762
50	14	Speaking	Unit 4: Speaking	4	t	2026-06-23 11:23:04.306225
51	15	Energy	Unit 1: Energy	1	t	2026-06-23 11:23:04.312018
52	15	Earth Science	Unit 2: Earth Science	2	t	2026-06-23 11:23:04.315753
53	15	Life Science	Unit 3: Life Science	3	t	2026-06-23 11:23:04.318874
54	16	Nevada History	Unit 1: Nevada History	1	t	2026-06-23 11:23:04.322481
55	16	US Regions	Unit 2: US Regions	2	t	2026-06-23 11:23:04.325454
56	16	Exploration	Unit 3: Exploration	3	t	2026-06-23 11:23:04.328438
57	17	Decimals	Unit 1: Decimals	1	t	2026-06-23 11:23:04.331957
58	17	Fractions	Unit 2: Fractions	2	t	2026-06-23 11:23:04.334952
59	17	Volume and Measurement	Unit 3: Volume and Measurement	3	t	2026-06-23 11:23:04.338323
60	17	Coordinate Planes	Unit 4: Coordinate Planes	4	t	2026-06-23 11:23:04.341481
61	18	Literature Analysis	Unit 1: Literature Analysis	1	t	2026-06-23 11:23:04.344935
62	18	Writing	Unit 2: Writing	2	t	2026-06-23 11:23:04.347768
63	18	Grammar	Unit 3: Grammar	3	t	2026-06-23 11:23:04.350685
64	18	Vocabulary	Unit 4: Vocabulary	4	t	2026-06-23 11:23:04.353588
65	19	Matter	Unit 1: Matter	1	t	2026-06-23 11:23:04.357249
66	19	Earth Systems	Unit 2: Earth Systems	2	t	2026-06-23 11:23:04.360353
67	19	Space Science	Unit 3: Space Science	3	t	2026-06-23 11:23:04.363325
68	20	Colonial America	Unit 1: Colonial America	1	t	2026-06-23 11:23:04.366669
69	20	American Revolution	Unit 2: American Revolution	2	t	2026-06-23 11:23:04.370022
70	20	New Nation	Unit 3: New Nation	3	t	2026-06-23 11:23:04.373271
71	21	Ratios and Proportions	Unit 1: Ratios and Proportions	1	t	2026-06-23 11:23:04.37672
72	21	Integers	Unit 2: Integers	2	t	2026-06-23 11:23:04.379668
73	21	Expressions and Equations	Unit 3: Expressions and Equations	3	t	2026-06-23 11:23:04.38292
74	21	Statistics	Unit 4: Statistics	4	t	2026-06-23 11:23:04.385896
75	22	Literary Analysis	Unit 1: Literary Analysis	1	t	2026-06-23 11:23:04.389635
76	22	Argumentative Writing	Unit 2: Argumentative Writing	2	t	2026-06-23 11:23:04.392524
77	22	Research	Unit 3: Research	3	t	2026-06-23 11:23:04.395977
78	22	Speaking and Listening	Unit 4: Speaking and Listening	4	t	2026-06-23 11:23:04.398961
79	23	Cells	Unit 1: Cells	1	t	2026-06-23 11:23:04.402313
80	23	Body Systems	Unit 2: Body Systems	2	t	2026-06-23 11:23:04.405536
81	23	Ecology	Unit 3: Ecology	3	t	2026-06-23 11:23:04.408664
82	24	Ancient Civilizations	Unit 1: Ancient Civilizations	1	t	2026-06-23 11:23:04.412044
83	24	World Geography	Unit 2: World Geography	2	t	2026-06-23 11:23:04.415007
84	24	Ancient Rome	Unit 3: Ancient Rome	3	t	2026-06-23 11:23:04.417954
85	25	Proportional Relationships	Unit 1: Proportional Relationships	1	t	2026-06-23 11:23:04.421595
86	25	Operations with Rational Numbers	Unit 2: Operations with Rational Numbers	2	t	2026-06-23 11:23:04.4247
87	25	Geometry	Unit 3: Geometry	3	t	2026-06-23 11:23:04.427584
88	25	Probability and Statistics	Unit 4: Probability and Statistics	4	t	2026-06-23 11:23:04.430483
89	26	Literature	Unit 1: Literature	1	t	2026-06-23 11:23:04.43378
90	26	Writing	Unit 2: Writing	2	t	2026-06-23 11:23:04.437583
91	26	Grammar	Unit 3: Grammar	3	t	2026-06-23 11:23:04.440797
92	26	Vocabulary	Unit 4: Vocabulary	4	t	2026-06-23 11:23:04.443932
93	27	Life Science	Unit 1: Life Science	1	t	2026-06-23 11:23:04.447207
94	27	Human Body	Unit 2: Human Body	2	t	2026-06-23 11:23:04.450213
95	27	Ecology	Unit 3: Ecology	3	t	2026-06-23 11:23:04.453145
96	28	Medieval World	Unit 1: Medieval World	1	t	2026-06-23 11:23:04.456761
97	28	Renaissance and Reformation	Unit 2: Renaissance and Reformation	2	t	2026-06-23 11:23:04.459776
98	28	Civics	Unit 3: Civics	3	t	2026-06-23 11:23:04.462655
99	29	Linear Equations	Unit 1: Linear Equations	1	t	2026-06-23 11:23:04.466028
100	29	Systems of Equations	Unit 2: Systems of Equations	2	t	2026-06-23 11:23:04.469047
101	29	Functions	Unit 3: Functions	3	t	2026-06-23 11:23:04.472136
102	29	Geometry	Unit 4: Geometry	4	t	2026-06-23 11:23:04.475223
103	30	Critical Reading	Unit 1: Critical Reading	1	t	2026-06-23 11:23:04.478435
104	30	Research Writing	Unit 2: Research Writing	2	t	2026-06-23 11:23:04.481372
105	30	Literary Criticism	Unit 3: Literary Criticism	3	t	2026-06-23 11:23:04.484296
106	30	Communication	Unit 4: Communication	4	t	2026-06-23 11:23:04.487362
107	31	Physical Science	Unit 1: Physical Science	1	t	2026-06-23 11:23:04.490725
108	31	Physics Basics	Unit 2: Physics Basics	2	t	2026-06-23 11:23:04.493746
109	31	Earth and Space	Unit 3: Earth and Space	3	t	2026-06-23 11:23:04.49668
110	32	US Constitution	Unit 1: US Constitution	1	t	2026-06-23 11:23:04.499707
111	32	Civil War Era	Unit 2: Civil War Era	2	t	2026-06-23 11:23:04.502527
112	32	Industrialization	Unit 3: Industrialization	3	t	2026-06-23 11:23:04.505859
113	33	Foundations of Algebra	Unit 1: Foundations of Algebra	1	t	2026-06-23 11:23:04.509449
114	33	Linear Equations and Inequalities	Unit 2: Linear Equations and Inequalities	2	t	2026-06-23 11:23:04.512447
115	33	Polynomials	Unit 3: Polynomials	3	t	2026-06-23 11:23:04.515399
116	33	Quadratic Functions	Unit 4: Quadratic Functions	4	t	2026-06-23 11:23:04.518287
117	34	Literature Survey	Unit 1: Literature Survey	1	t	2026-06-23 11:23:04.5218
118	34	Analytical Writing	Unit 2: Analytical Writing	2	t	2026-06-23 11:23:04.52483
119	34	Grammar and Style	Unit 3: Grammar and Style	3	t	2026-06-23 11:23:04.527792
120	34	Rhetoric	Unit 4: Rhetoric	4	t	2026-06-23 11:23:04.53101
121	35	Cell Biology	Unit 1: Cell Biology	1	t	2026-06-23 11:23:04.534349
122	35	Genetics	Unit 2: Genetics	2	t	2026-06-23 11:23:04.537807
123	35	Evolution	Unit 3: Evolution	3	t	2026-06-23 11:23:04.541388
124	35	Ecology	Unit 4: Ecology	4	t	2026-06-23 11:23:04.544746
125	36	Ancient World	Unit 1: Ancient World	1	t	2026-06-23 11:23:04.547893
126	36	Medieval to Early Modern	Unit 2: Medieval to Early Modern	2	t	2026-06-23 11:23:04.550785
127	36	Age of Revolution	Unit 3: Age of Revolution	3	t	2026-06-23 11:23:04.5538
128	36	Modern World	Unit 4: Modern World	4	t	2026-06-23 11:23:04.55768
129	37	Foundations of Geometry	Unit 1: Foundations of Geometry	1	t	2026-06-23 11:23:04.560967
130	37	Triangles	Unit 2: Triangles	2	t	2026-06-23 11:23:04.564134
131	37	Circles	Unit 3: Circles	3	t	2026-06-23 11:23:04.567018
132	37	Area Volume and Transformations	Unit 4: Area Volume and Transformations	4	t	2026-06-23 11:23:04.569875
133	38	World Literature	Unit 1: World Literature	1	t	2026-06-23 11:23:04.57342
134	38	Research and Rhetoric	Unit 2: Research and Rhetoric	2	t	2026-06-23 11:23:04.576387
135	38	Critical Analysis	Unit 3: Critical Analysis	3	t	2026-06-23 11:23:04.57948
136	38	Creative Writing	Unit 4: Creative Writing	4	t	2026-06-23 11:23:04.582372
137	39	Atomic Structure	Unit 1: Atomic Structure	1	t	2026-06-23 11:23:04.585717
138	39	Chemical Bonding	Unit 2: Chemical Bonding	2	t	2026-06-23 11:23:04.588985
139	39	Chemical Reactions	Unit 3: Chemical Reactions	3	t	2026-06-23 11:23:04.592088
140	39	Solutions and Acids	Unit 4: Solutions and Acids	4	t	2026-06-23 11:23:04.59511
141	40	Colonial and Revolutionary Era	Unit 1: Colonial and Revolutionary Era	1	t	2026-06-23 11:23:04.598459
142	40	Growth of the Nation	Unit 2: Growth of the Nation	2	t	2026-06-23 11:23:04.602028
143	40	Civil War and Reconstruction	Unit 3: Civil War and Reconstruction	3	t	2026-06-23 11:23:04.605215
144	40	Modern America	Unit 4: Modern America	4	t	2026-06-23 11:23:04.608361
145	41	Polynomial Functions	Unit 1: Polynomial Functions	1	t	2026-06-23 11:23:04.612005
146	41	Rational and Radical Functions	Unit 2: Rational and Radical Functions	2	t	2026-06-23 11:23:04.615006
147	41	Exponential and Logarithmic	Unit 3: Exponential and Logarithmic	3	t	2026-06-23 11:23:04.617822
148	41	Sequences and Series	Unit 4: Sequences and Series	4	t	2026-06-23 11:23:04.620917
149	42	American Literature	Unit 1: American Literature	1	t	2026-06-23 11:23:04.624482
150	42	Modern American Literature	Unit 2: Modern American Literature	2	t	2026-06-23 11:23:04.627288
151	42	College-Prep Writing	Unit 3: College-Prep Writing	3	t	2026-06-23 11:23:04.630348
152	42	SAT/ACT Prep	Unit 4: SAT/ACT Prep	4	t	2026-06-23 11:23:04.633464
153	43	Mechanics	Unit 1: Mechanics	1	t	2026-06-23 11:23:04.636886
154	43	Waves and Sound	Unit 2: Waves and Sound	2	t	2026-06-23 11:23:04.64014
155	43	Electricity	Unit 3: Electricity	3	t	2026-06-23 11:23:04.643044
156	43	Modern Physics	Unit 4: Modern Physics	4	t	2026-06-23 11:23:04.646062
157	44	US Government	Unit 1: US Government	1	t	2026-06-23 11:23:04.649284
158	44	Civil Liberties	Unit 2: Civil Liberties	2	t	2026-06-23 11:23:04.652344
159	44	Economics	Unit 3: Economics	3	t	2026-06-23 11:23:04.655575
160	44	Personal Finance	Unit 4: Personal Finance	4	t	2026-06-23 11:23:04.658596
161	45	Functions and Graphs	Unit 1: Functions and Graphs	1	t	2026-06-23 11:23:04.662202
162	45	Trigonometry	Unit 2: Trigonometry	2	t	2026-06-23 11:23:04.665097
163	45	Limits and Continuity	Unit 3: Limits and Continuity	3	t	2026-06-23 11:23:04.668062
164	45	Introduction to Calculus	Unit 4: Introduction to Calculus	4	t	2026-06-23 11:23:04.670894
165	46	British Literature	Unit 1: British Literature	1	t	2026-06-23 11:23:04.674387
166	46	Modern British Literature	Unit 2: Modern British Literature	2	t	2026-06-23 11:23:04.677901
167	46	College Writing	Unit 3: College Writing	3	t	2026-06-23 11:23:04.680838
168	46	Senior Capstone	Unit 4: Senior Capstone	4	t	2026-06-23 11:23:04.683672
169	47	Geology	Unit 1: Geology	1	t	2026-06-23 11:23:04.686842
170	47	Oceanography	Unit 2: Oceanography	2	t	2026-06-23 11:23:04.690168
171	47	Meteorology	Unit 3: Meteorology	3	t	2026-06-23 11:23:04.69327
172	47	Astronomy	Unit 4: Astronomy	4	t	2026-06-23 11:23:04.696296
173	48	Global Issues	Unit 1: Global Issues	1	t	2026-06-23 11:23:04.699518
174	48	Geopolitics	Unit 2: Geopolitics	2	t	2026-06-23 11:23:04.702483
175	48	Sociology	Unit 3: Sociology	3	t	2026-06-23 11:23:04.705665
176	48	Current Events	Unit 4: Current Events	4	t	2026-06-23 11:23:04.708687
\.



--
-- Name: assessment_periods assessment_periods_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.assessment_periods
    ADD CONSTRAINT assessment_periods_pkey PRIMARY KEY (id);


--
-- Name: assignments assignments_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.assignments
    ADD CONSTRAINT assignments_pkey PRIMARY KEY (id);


--
-- Name: attendance attendance_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.attendance
    ADD CONSTRAINT attendance_pkey PRIMARY KEY (id);


--
-- Name: attendance attendance_student_id_attendance_date_key; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.attendance
    ADD CONSTRAINT attendance_student_id_attendance_date_key UNIQUE (student_id, attendance_date);


--
-- Name: calendar_events calendar_events_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.calendar_events
    ADD CONSTRAINT calendar_events_pkey PRIMARY KEY (id);


--
-- Name: comments comments_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.comments
    ADD CONSTRAINT comments_pkey PRIMARY KEY (id);


--
-- Name: courses courses_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.courses
    ADD CONSTRAINT courses_pkey PRIMARY KEY (id);


--
-- Name: daily_logs daily_logs_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.daily_logs
    ADD CONSTRAINT daily_logs_pkey PRIMARY KEY (id);


--
-- Name: daily_logs daily_logs_student_id_log_date_key; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.daily_logs
    ADD CONSTRAINT daily_logs_student_id_log_date_key UNIQUE (student_id, log_date);


--
-- Name: enrollments enrollments_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.enrollments
    ADD CONSTRAINT enrollments_pkey PRIMARY KEY (id);


--
-- Name: enrollments enrollments_student_id_course_id_key; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.enrollments
    ADD CONSTRAINT enrollments_student_id_course_id_key UNIQUE (student_id, course_id);


--
-- Name: grades grades_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.grades
    ADD CONSTRAINT grades_pkey PRIMARY KEY (id);


--
-- Name: lessons lessons_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.lessons
    ADD CONSTRAINT lessons_pkey PRIMARY KEY (id);


--
-- Name: notifications notifications_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.notifications
    ADD CONSTRAINT notifications_pkey PRIMARY KEY (id);


--
-- Name: period_grades period_grades_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.period_grades
    ADD CONSTRAINT period_grades_pkey PRIMARY KEY (id);


--
-- Name: retakes retakes_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.retakes
    ADD CONSTRAINT retakes_pkey PRIMARY KEY (id);


--
-- Name: submissions submissions_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.submissions
    ADD CONSTRAINT submissions_pkey PRIMARY KEY (id);


--
-- Name: units units_pkey; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.units
    ADD CONSTRAINT units_pkey PRIMARY KEY (id);


--
-- Name: idx_assignments_lesson; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_assignments_lesson ON public.assignments USING btree (lesson_id);


--
-- Name: idx_attendance_student_date; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_attendance_student_date ON public.attendance USING btree (student_id, attendance_date);


--
-- Name: idx_calendar_date; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_calendar_date ON public.calendar_events USING btree (event_date);


--
-- Name: idx_comments_student; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_comments_student ON public.comments USING btree (student_id);


--
-- Name: idx_daily_logs_student_date; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_daily_logs_student_date ON public.daily_logs USING btree (student_id, log_date);


--
-- Name: idx_enrollments_course; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_enrollments_course ON public.enrollments USING btree (course_id);


--
-- Name: idx_enrollments_student; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_enrollments_student ON public.enrollments USING btree (student_id);


--
-- Name: idx_grades_assignment; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_grades_assignment ON public.grades USING btree (assignment_id);


--
-- Name: idx_grades_student; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_grades_student ON public.grades USING btree (student_id);


--
-- Name: idx_lessons_unit; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_lessons_unit ON public.lessons USING btree (unit_id);


--
-- Name: idx_notifications_user; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_notifications_user ON public.notifications USING btree (user_id);


--
-- Name: idx_period_grades_student; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_period_grades_student ON public.period_grades USING btree (student_id);


--
-- Name: idx_submissions_assignment; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_submissions_assignment ON public.submissions USING btree (assignment_id);


--
-- Name: idx_submissions_student; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_submissions_student ON public.submissions USING btree (student_id);


--
-- Name: idx_units_course; Type: INDEX; Schema: public; Owner: postgres
--

CREATE INDEX idx_units_course ON public.units USING btree (course_id);


--
-- Name: assignments assignments_created_by_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.assignments
    ADD CONSTRAINT assignments_created_by_fkey FOREIGN KEY (created_by) REFERENCES public.users(id);


--
-- Name: assignments assignments_lesson_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.assignments
    ADD CONSTRAINT assignments_lesson_id_fkey FOREIGN KEY (lesson_id) REFERENCES public.lessons(id) ON DELETE CASCADE;


--
-- Name: attendance attendance_recorded_by_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.attendance
    ADD CONSTRAINT attendance_recorded_by_fkey FOREIGN KEY (recorded_by) REFERENCES public.users(id);


--
-- Name: attendance attendance_student_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.attendance
    ADD CONSTRAINT attendance_student_id_fkey FOREIGN KEY (student_id) REFERENCES public.students(id) ON DELETE CASCADE;


--
-- Name: comments comments_assignment_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.comments
    ADD CONSTRAINT comments_assignment_id_fkey FOREIGN KEY (assignment_id) REFERENCES public.assignments(id);


--
-- Name: comments comments_course_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.comments
    ADD CONSTRAINT comments_course_id_fkey FOREIGN KEY (course_id) REFERENCES public.courses(id);


--
-- Name: comments comments_student_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.comments
    ADD CONSTRAINT comments_student_id_fkey FOREIGN KEY (student_id) REFERENCES public.students(id) ON DELETE CASCADE;


--
-- Name: comments comments_user_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.comments
    ADD CONSTRAINT comments_user_id_fkey FOREIGN KEY (user_id) REFERENCES public.users(id);


--
-- Name: courses courses_created_by_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.courses
    ADD CONSTRAINT courses_created_by_fkey FOREIGN KEY (created_by) REFERENCES public.users(id);


--
-- Name: daily_logs daily_logs_logged_by_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.daily_logs
    ADD CONSTRAINT daily_logs_logged_by_fkey FOREIGN KEY (logged_by) REFERENCES public.users(id);


--
-- Name: daily_logs daily_logs_student_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.daily_logs
    ADD CONSTRAINT daily_logs_student_id_fkey FOREIGN KEY (student_id) REFERENCES public.students(id) ON DELETE CASCADE;


--
-- Name: enrollments enrollments_course_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.enrollments
    ADD CONSTRAINT enrollments_course_id_fkey FOREIGN KEY (course_id) REFERENCES public.courses(id) ON DELETE CASCADE;


--
-- Name: enrollments enrollments_student_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.enrollments
    ADD CONSTRAINT enrollments_student_id_fkey FOREIGN KEY (student_id) REFERENCES public.students(id) ON DELETE CASCADE;


--
-- Name: grades grades_assignment_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.grades
    ADD CONSTRAINT grades_assignment_id_fkey FOREIGN KEY (assignment_id) REFERENCES public.assignments(id);


--
-- Name: grades grades_graded_by_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.grades
    ADD CONSTRAINT grades_graded_by_fkey FOREIGN KEY (graded_by) REFERENCES public.users(id);


--
-- Name: grades grades_student_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.grades
    ADD CONSTRAINT grades_student_id_fkey FOREIGN KEY (student_id) REFERENCES public.students(id) ON DELETE CASCADE;


--
-- Name: grades grades_submission_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.grades
    ADD CONSTRAINT grades_submission_id_fkey FOREIGN KEY (submission_id) REFERENCES public.submissions(id) ON DELETE CASCADE;


--
-- Name: lessons lessons_unit_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.lessons
    ADD CONSTRAINT lessons_unit_id_fkey FOREIGN KEY (unit_id) REFERENCES public.units(id) ON DELETE CASCADE;


--
-- Name: notifications notifications_student_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.notifications
    ADD CONSTRAINT notifications_student_id_fkey FOREIGN KEY (student_id) REFERENCES public.students(id);


--
-- Name: notifications notifications_user_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.notifications
    ADD CONSTRAINT notifications_user_id_fkey FOREIGN KEY (user_id) REFERENCES public.users(id) ON DELETE CASCADE;


--
-- Name: period_grades period_grades_assessment_period_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.period_grades
    ADD CONSTRAINT period_grades_assessment_period_id_fkey FOREIGN KEY (assessment_period_id) REFERENCES public.assessment_periods(id);


--
-- Name: period_grades period_grades_course_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.period_grades
    ADD CONSTRAINT period_grades_course_id_fkey FOREIGN KEY (course_id) REFERENCES public.courses(id);


--
-- Name: period_grades period_grades_student_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.period_grades
    ADD CONSTRAINT period_grades_student_id_fkey FOREIGN KEY (student_id) REFERENCES public.students(id) ON DELETE CASCADE;


--
-- Name: retakes retakes_approved_by_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.retakes
    ADD CONSTRAINT retakes_approved_by_fkey FOREIGN KEY (approved_by) REFERENCES public.users(id);


--
-- Name: retakes retakes_assignment_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.retakes
    ADD CONSTRAINT retakes_assignment_id_fkey FOREIGN KEY (assignment_id) REFERENCES public.assignments(id) ON DELETE CASCADE;


--
-- Name: retakes retakes_new_grade_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.retakes
    ADD CONSTRAINT retakes_new_grade_id_fkey FOREIGN KEY (new_grade_id) REFERENCES public.grades(id);


--
-- Name: retakes retakes_original_grade_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.retakes
    ADD CONSTRAINT retakes_original_grade_id_fkey FOREIGN KEY (original_grade_id) REFERENCES public.grades(id);


--
-- Name: retakes retakes_student_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.retakes
    ADD CONSTRAINT retakes_student_id_fkey FOREIGN KEY (student_id) REFERENCES public.students(id) ON DELETE CASCADE;


--
-- Name: submissions submissions_assignment_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.submissions
    ADD CONSTRAINT submissions_assignment_id_fkey FOREIGN KEY (assignment_id) REFERENCES public.assignments(id) ON DELETE CASCADE;


--
-- Name: submissions submissions_student_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.submissions
    ADD CONSTRAINT submissions_student_id_fkey FOREIGN KEY (student_id) REFERENCES public.students(id) ON DELETE CASCADE;


--
-- Name: units units_course_id_fkey; Type: FK CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.units
    ADD CONSTRAINT units_course_id_fkey FOREIGN KEY (course_id) REFERENCES public.courses(id) ON DELETE CASCADE;