359	120	Persuasive Techniques	\N	2	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.532229	Read and comprehend a grade-level speech.\nApply the skill of analyzing rhetorical strategies to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in analyzing rhetorical strategies through close reading of a speech. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	On the Duty of Citizens in a Democracy	speech	Fellow citizens, I stand before you not as someone who has all the answers, but as someone who believes profoundly in your capacity to seek them.\n\nWe are told that democracy is a gift. I respectfully disagree. Democracy is not a gift—it is a responsibility. A gift sits on a shelf. A responsibility demands that you rise from your chair and act. The ballot box does not fill itself. The town meeting does not convene without voices willing to speak. The free press does not survive without readers willing to think.\n\nConsider for a moment the generations who came before us. They did not merely inherit this system of self-governance. They built it, brick by brick, through sacrifice, argument, and compromise. They debated in crowded halls. They marched on dusty roads. They wrote letters by candlelight. They did not always agree, but they understood a truth that we sometimes forget: disagreement, handled with respect, is not a threat to democracy. It is the engine of democracy.\n\nToday, we face a different challenge. It is not the absence of information—it is the flood of it. We carry more knowledge in our pockets than previous generations could access in a lifetime. And yet, knowledge alone does not make a citizen. What makes a citizen is the willingness to engage—to listen to those who see the world differently, to weigh evidence carefully, and to place the common good alongside personal interest.\n\nI am not asking you to agree with me. I am asking you to participate. Read beyond the headline. Attend a local meeting. Talk to your neighbor—not to persuade, but to understand. Cast your vote not as an expression of anger, but as an act of hope.\n\nThe strength of this republic has never rested in its leaders. It rests, as it always has, in its people. In you.\n\nSo I ask: What kind of citizen will you be? Not tomorrow. Not someday. Today.	Original passage for JNM Home Education Program	Grade 9	High School	\N	\N	f	Analyzing rhetorical strategies	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
337	113	Variables and Expressions	\N	1	https://www.khanacademy.org/math/algebra	Khan Academy: Algebra	10-15 min	\N	\N	t	2026-06-23 11:23:04.509753	Understand the concepts and methods of Variables and Expressions.\nSolve problems involving Variables and Expressions accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Variables and Expressions to real-world situations.	An equation states two expressions are equal. To solve, isolate the variable using inverse operations. Whatever you do to one side, do to the other.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Variables and Expressions	An equation states two expressions are equal. To solve, isolate the variable using inverse operations. Whatever you do to one side, do to the other.	To solve ax + b = c: subtract b, then divide by a	[{"step": "Solve: 5x + 7 = 42", "work": "Step 1: Subtract 7: 5x = 35. Step 2: Divide by 5: x = 7. Check: 5(7)+7=42 ✓", "answer": "x = 7"}]	[{"mistake": "Performing an operation on only one side of the equation", "correction": "Always apply the same operation to BOTH sides to maintain balance."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Variables and Expressions helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
338	113	Order of Operations	\N	2	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.510598	Understand the concepts and methods of Order of Operations.\nSolve problems involving Order of Operations accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Order of Operations to real-world situations.	This lesson covers important mathematical concepts related to Order of Operations. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Order of Operations	This lesson covers important mathematical concepts related to Order of Operations. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	\N	[{"step": "Apply the concepts from Order of Operations", "work": "Identify given information, set up the problem, solve systematically, check your work.", "answer": "Verify by substituting back into the original problem."}]	[{"mistake": "Skipping steps and trying to solve in your head", "correction": "Show every step. This helps you catch errors and earn partial credit."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Order of Operations helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
340	114	Solving Linear Equations	\N	1	https://www.khanacademy.org/math/algebra	Khan Academy: Algebra	10-15 min	\N	\N	t	2026-06-23 11:23:04.512773	Understand the concepts and methods of Solving Linear Equations.\nSolve problems involving Solving Linear Equations accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Solving Linear Equations to real-world situations.	An equation states two expressions are equal. To solve, isolate the variable using inverse operations. Whatever you do to one side, do to the other.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"title": "One-Step Equation", "content": "Solve: 8x = 40. Divide both sides by 8.", "solution": "x = 5"}, {"title": "Two-Step Equation", "content": "Solve: 8x + 9 = 49. Step 1: Subtract 9 from both sides → 8x = 40. Step 2: Divide by 8.", "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"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Solving Linear Equations	An equation states two expressions are equal. To solve, isolate the variable using inverse operations. Whatever you do to one side, do to the other.	To solve ax + b = c: subtract b, then divide by a	[{"step": "Solve: 8x + 2 = 34", "work": "Step 1: Subtract 2: 8x = 32. Step 2: Divide by 8: x = 4. Check: 8(4)+2=34 ✓", "answer": "x = 4"}]	[{"mistake": "Performing an operation on only one side of the equation", "correction": "Always apply the same operation to BOTH sides to maintain balance."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Solving Linear Equations helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
341	114	Graphing Linear Inequalities	\N	2	https://www.khanacademy.org/math/algebra	Khan Academy: Algebra	10-15 min	\N	\N	t	2026-06-23 11:23:04.513697	Understand the concepts and methods of Graphing Linear Inequalities.\nSolve problems involving Graphing Linear Inequalities accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Graphing Linear Inequalities to real-world situations.	A linear function produces a straight line. The slope (m) measures steepness. The y-intercept (b) is where the line crosses the y-axis.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Graphing Linear Inequalities	A linear function produces a straight line. The slope (m) measures steepness. The y-intercept (b) is where the line crosses the y-axis.	Slope-intercept form: y = mx + b | Slope: m = (y₂-y₁)/(x₂-x₁)	[{"step": "Find slope between (1,3) and (4,9)", "work": "m=(9-3)/(4-1)=6/3=2", "answer": "m=2"}]	[{"mistake": "Swapping x and y values in the slope formula", "correction": "Slope = rise/run = (y₂-y₁)/(x₂-x₁). Keep the order consistent."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Graphing Linear Inequalities helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
343	115	Adding and Subtracting Polynomials	\N	1	https://www.khanacademy.org/math/algebra2	Khan Academy: Algebra 2	10-15 min	\N	\N	t	2026-06-23 11:23:04.515696	Understand the concepts and methods of Adding and Subtracting Polynomials.\nSolve problems involving Adding and Subtracting Polynomials accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Adding and Subtracting Polynomials to real-world situations.	Addition combines quantities to find a total. Addition properties include commutative (a+b=b+a), associative ((a+b)+c=a+(b+c)), and identity (a+0=a).	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Adding and Subtracting Polynomials	Addition combines quantities to find a total. Addition properties include commutative (a+b=b+a), associative ((a+b)+c=a+(b+c)), and identity (a+0=a).	\N	[{"step": "Add 128 + 130", "work": "Line up by place value. Add ones, then tens.  128+130=258", "answer": "258"}]	[{"mistake": "Forgetting to regroup (carry) when a column sums to 10 or more", "correction": "Always check if each column total is 10+. If so, write the ones digit and carry the tens digit."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Adding and Subtracting Polynomials helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
344	115	Multiplying Polynomials	\N	2	https://www.khanacademy.org/math/algebra2	Khan Academy: Algebra 2	10-15 min	\N	\N	t	2026-06-23 11:23:04.516585	Understand the concepts and methods of Multiplying Polynomials.\nSolve problems involving Multiplying Polynomials accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Multiplying Polynomials to real-world situations.	Multiplication is repeated addition. For multi-digit: multiply each digit, shift rows, add partial products. Distributive property: a(b+c) = ab+ac.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Multiplying Polynomials	Multiplication is repeated addition. For multi-digit: multiply each digit, shift rows, add partial products. Distributive property: a(b+c) = ab+ac.	a × b = product	[{"step": "Calculate 42 × 20", "work": "42 groups of 20: 42×20=840", "answer": "840"}]	[{"mistake": "Not aligning partial products correctly in multi-digit multiplication", "correction": "Each new row shifts one place left. Then add all rows."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Multiplying Polynomials helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
346	116	Graphing Quadratics	\N	1	https://www.khanacademy.org/math/algebra2	Khan Academy: Algebra 2	10-15 min	\N	\N	t	2026-06-23 11:23:04.518579	Understand the concepts and methods of Graphing Quadratics.\nSolve problems involving Graphing Quadratics accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Graphing Quadratics to real-world situations.	A quadratic equation has the form ax²+bx+c=0. Solve by factoring, completing the square, or the quadratic formula. The discriminant b²-4ac tells how many real solutions exist.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Graphing Quadratics	A quadratic equation has the form ax²+bx+c=0. Solve by factoring, completing the square, or the quadratic formula. The discriminant b²-4ac tells how many real solutions exist.	Quadratic formula: x = (-b ± √(b²-4ac)) / 2a	[{"step": "Solve x²-5x+6=0", "work": "Factor: (x-2)(x-3)=0. Set each factor=0.", "answer": "x=2 or x=3"}]	[{"mistake": "Forgetting to set the equation equal to zero before factoring", "correction": "Always rearrange to standard form ax²+bx+c=0 first."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Graphing Quadratics helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
347	116	Quadratic Formula	\N	2	https://www.khanacademy.org/math/algebra2	Khan Academy: Algebra 2	10-15 min	\N	\N	t	2026-06-23 11:23:04.51955	Understand the concepts and methods of Quadratic Formula.\nSolve problems involving Quadratic Formula accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Quadratic Formula to real-world situations.	A quadratic equation has the form ax²+bx+c=0. Solve by factoring, completing the square, or the quadratic formula. The discriminant b²-4ac tells how many real solutions exist.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Quadratic Formula	A quadratic equation has the form ax²+bx+c=0. Solve by factoring, completing the square, or the quadratic formula. The discriminant b²-4ac tells how many real solutions exist.	Quadratic formula: x = (-b ± √(b²-4ac)) / 2a	[{"step": "Solve x²-5x+6=0", "work": "Factor: (x-2)(x-3)=0. Set each factor=0.", "answer": "x=2 or x=3"}]	[{"mistake": "Forgetting to set the equation equal to zero before factoring", "correction": "Always rearrange to standard form ax²+bx+c=0 first."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Quadratic Formula helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
348	116	Applications of Quadratics	\N	3	https://www.khanacademy.org/math/algebra2	Khan Academy: Algebra 2	10-15 min	\N	\N	t	2026-06-23 11:23:04.520445	Understand the concepts and methods of Applications of Quadratics.\nSolve problems involving Applications of Quadratics accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Applications of Quadratics to real-world situations.	A quadratic equation has the form ax²+bx+c=0. Solve by factoring, completing the square, or the quadratic formula. The discriminant b²-4ac tells how many real solutions exist.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Applications of Quadratics	A quadratic equation has the form ax²+bx+c=0. Solve by factoring, completing the square, or the quadratic formula. The discriminant b²-4ac tells how many real solutions exist.	Quadratic formula: x = (-b ± √(b²-4ac)) / 2a	[{"step": "Solve x²-5x+6=0", "work": "Factor: (x-2)(x-3)=0. Set each factor=0.", "answer": "x=2 or x=3"}]	[{"mistake": "Forgetting to set the equation equal to zero before factoring", "correction": "Always rearrange to standard form ax²+bx+c=0 first."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Applications of Quadratics helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
362	121	Cell Division	\N	2	https://www.khanacademy.org/science/biology	Khan Academy: Biology	10-15 min	\N	\N	t	2026-06-23 11:23:04.535661	Explain the key scientific concepts of Cell Division.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Cell Division to real-world applications.	All living things are made of cells. Prokaryotic cells (bacteria) lack a nucleus. Eukaryotic cells (plants, animals) have a nucleus containing DNA. Key organelles: nucleus (control center), mitochondria (energy), ribosomes (proteins), cell membrane (boundary).	\N	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Cell Division	All living things are made of cells. Prokaryotic cells (bacteria) lack a nucleus. Eukaryotic cells (plants, animals) have a nucleus containing DNA. Key organelles: nucleus (control center), mitochondria (energy), ribosomes (proteins), cell membrane (boundary).	\N	\N	\N	["microscope (optional)", "prepared slides or diagrams", "colored pencils", "paper"]	\N	[{"step": "Draw and label an animal cell and a plant cell.", "detail": "Include: nucleus, cell membrane, mitochondria, ribosomes. For plant cells, add: cell wall, chloroplasts, central vacuole."}]	["What structures do plant and animal cells share?", "What structures are unique to plant cells?", "Why do plant cells need chloroplasts but animal cells do not?"]	Explain the relationship between cell structure and function. Why does each organelle matter?	\N	\N	\N	\N	\N	\N	Understanding cells is the foundation of medicine, genetics, and biotechnology.	t	\N
364	122	Mendel and Heredity	\N	1	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.53816	Explain the key scientific concepts of Mendel and Heredity.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Mendel and Heredity to real-world applications.	DNA stores genetic instructions in a double helix. Genes are DNA segments coding for traits. Humans have 46 chromosomes (23 pairs). Dominant alleles are expressed with one copy; recessive require two. Natural selection: organisms with favorable traits reproduce more, driving evolution over generations.	\N	[{"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	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Mendel and Heredity	DNA stores genetic instructions in a double helix. Genes are DNA segments coding for traits. Humans have 46 chromosomes (23 pairs). Dominant alleles are expressed with one copy; recessive require two. Natural selection: organisms with favorable traits reproduce more, driving evolution over generations.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Genetics informs medicine (genetic testing, gene therapy), agriculture (crop improvement), and forensics (DNA evidence).	f	\N
366	122	Genetic Mutations	\N	3	https://www.khanacademy.org/science/biology	Khan Academy: Biology	10-15 min	\N	\N	t	2026-06-23 11:23:04.540412	Explain the key scientific concepts of Genetic Mutations.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Genetic Mutations to real-world applications.	DNA stores genetic instructions in a double helix. Genes are DNA segments coding for traits. Humans have 46 chromosomes (23 pairs). Dominant alleles are expressed with one copy; recessive require two. Natural selection: organisms with favorable traits reproduce more, driving evolution over generations.	\N	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Genetic Mutations	DNA stores genetic instructions in a double helix. Genes are DNA segments coding for traits. Humans have 46 chromosomes (23 pairs). Dominant alleles are expressed with one copy; recessive require two. Natural selection: organisms with favorable traits reproduce more, driving evolution over generations.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Genetics informs medicine (genetic testing, gene therapy), agriculture (crop improvement), and forensics (DNA evidence).	t	\N
368	123	Natural Selection	\N	2	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.542707	Explain the key scientific concepts of Natural Selection.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Natural Selection to real-world applications.	DNA stores genetic instructions in a double helix. Genes are DNA segments coding for traits. Humans have 46 chromosomes (23 pairs). Dominant alleles are expressed with one copy; recessive require two. Natural selection: organisms with favorable traits reproduce more, driving evolution over generations.	\N	[{"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	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Natural Selection	DNA stores genetic instructions in a double helix. Genes are DNA segments coding for traits. Humans have 46 chromosomes (23 pairs). Dominant alleles are expressed with one copy; recessive require two. Natural selection: organisms with favorable traits reproduce more, driving evolution over generations.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Genetics informs medicine (genetic testing, gene therapy), agriculture (crop improvement), and forensics (DNA evidence).	f	\N
370	124	Ecosystems and Biomes	\N	1	https://www.khanacademy.org/science/biology	Khan Academy: Biology	10-15 min	\N	\N	t	2026-06-23 11:23:04.545036	Explain the key scientific concepts of Ecosystems and Biomes.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Ecosystems and Biomes to real-world applications.	An ecosystem includes all living (biotic) and nonliving (abiotic) factors in an area. Energy flows: producers → primary consumers → secondary consumers → decomposers. Only ~10% of energy transfers between trophic levels. Biomes are large ecosystems defined by climate.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Ecosystems and Biomes	An ecosystem includes all living (biotic) and nonliving (abiotic) factors in an area. Energy flows: producers → primary consumers → secondary consumers → decomposers. Only ~10% of energy transfers between trophic levels. Biomes are large ecosystems defined by climate.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Ecologists study ecosystems to protect biodiversity, manage resources, and address environmental challenges.	t	\N
373	125	Early Civilizations	\N	1	https://www.khanacademy.org/humanities/world-history	Khan Academy: World History	10-15 min	\N	\N	t	2026-06-23 11:23:04.548177	Explain key concepts related to Early Civilizations.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Early Civilizations. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Early Civilizations	This lesson examines important social studies concepts related to Early Civilizations. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Early Civilizations. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Early Civilizations develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
375	125	Rise of Religions	\N	3	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.549922	Explain key concepts related to Rise of Religions.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Rise of Religions. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Rise of Religions	This lesson examines important social studies concepts related to Rise of Religions. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Rise of Religions. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Rise of Religions develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
376	126	Byzantine Empire	\N	1	https://www.khanacademy.org/humanities/world-history	Khan Academy: World History	10-15 min	\N	\N	t	2026-06-23 11:23:04.551094	Explain key concepts related to Byzantine Empire.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Byzantine Empire. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"title": "Analyzing a Source", "content": "When studying Byzantine Empire, 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 Byzantine Empire and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Byzantine Empire connect to or affect the present day?"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Byzantine Empire	This lesson examines important social studies concepts related to Byzantine Empire. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Byzantine Empire. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Byzantine Empire develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
378	126	Renaissance	\N	3	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.552908	Explain key concepts related to Renaissance.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Renaissance. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Renaissance	This lesson examines important social studies concepts related to Renaissance. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Renaissance. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Renaissance develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
382	128	World War I	\N	1	https://www.khanacademy.org/humanities/world-history	Khan Academy: World History	10-15 min	\N	\N	t	2026-06-23 11:23:04.557967	Explain key concepts related to World War I.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	World War I	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	Studying conflicts helps us understand how nations form, how rights are won, and how to work toward peace.	t	\N
384	128	Cold War	\N	3	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.559607	Explain key concepts related to Cold War.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 9	High School	\N	\N	f	Cold War	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	Studying conflicts helps us understand how nations form, how rights are won, and how to work toward peace.	t	\N
398	133	Medieval and Renaissance Works	\N	2	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.57461	Read and comprehend a grade-level speech.\nApply the skill of reading comprehension to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in reading comprehension through close reading of a speech. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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 Medieval and Renaissance Works, write a response that includes a claim, evidence from the text, and an explanation."}]	Khan Academy	On the Duty of Citizens in a Democracy	speech	Fellow citizens, I stand before you not as someone who has all the answers, but as someone who believes profoundly in your capacity to seek them.\n\nWe are told that democracy is a gift. I respectfully disagree. Democracy is not a gift—it is a responsibility. A gift sits on a shelf. A responsibility demands that you rise from your chair and act. The ballot box does not fill itself. The town meeting does not convene without voices willing to speak. The free press does not survive without readers willing to think.\n\nConsider for a moment the generations who came before us. They did not merely inherit this system of self-governance. They built it, brick by brick, through sacrifice, argument, and compromise. They debated in crowded halls. They marched on dusty roads. They wrote letters by candlelight. They did not always agree, but they understood a truth that we sometimes forget: disagreement, handled with respect, is not a threat to democracy. It is the engine of democracy.\n\nToday, we face a different challenge. It is not the absence of information—it is the flood of it. We carry more knowledge in our pockets than previous generations could access in a lifetime. And yet, knowledge alone does not make a citizen. What makes a citizen is the willingness to engage—to listen to those who see the world differently, to weigh evidence carefully, and to place the common good alongside personal interest.\n\nI am not asking you to agree with me. I am asking you to participate. Read beyond the headline. Attend a local meeting. Talk to your neighbor—not to persuade, but to understand. Cast your vote not as an expression of anger, but as an act of hope.\n\nThe strength of this republic has never rested in its leaders. It rests, as it always has, in its people. In you.\n\nSo I ask: What kind of citizen will you be? Not tomorrow. Not someday. Today.	Original passage for JNM Home Education Program	Grade 10	High School	\N	\N	f	Reading comprehension	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
399	133	Modern World Literature	\N	3	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.575533	Read and comprehend a grade-level speech.\nApply the skill of reading comprehension to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in reading comprehension through close reading of a speech. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	On the Duty of Citizens in a Democracy	speech	Fellow citizens, I stand before you not as someone who has all the answers, but as someone who believes profoundly in your capacity to seek them.\n\nWe are told that democracy is a gift. I respectfully disagree. Democracy is not a gift—it is a responsibility. A gift sits on a shelf. A responsibility demands that you rise from your chair and act. The ballot box does not fill itself. The town meeting does not convene without voices willing to speak. The free press does not survive without readers willing to think.\n\nConsider for a moment the generations who came before us. They did not merely inherit this system of self-governance. They built it, brick by brick, through sacrifice, argument, and compromise. They debated in crowded halls. They marched on dusty roads. They wrote letters by candlelight. They did not always agree, but they understood a truth that we sometimes forget: disagreement, handled with respect, is not a threat to democracy. It is the engine of democracy.\n\nToday, we face a different challenge. It is not the absence of information—it is the flood of it. We carry more knowledge in our pockets than previous generations could access in a lifetime. And yet, knowledge alone does not make a citizen. What makes a citizen is the willingness to engage—to listen to those who see the world differently, to weigh evidence carefully, and to place the common good alongside personal interest.\n\nI am not asking you to agree with me. I am asking you to participate. Read beyond the headline. Attend a local meeting. Talk to your neighbor—not to persuade, but to understand. Cast your vote not as an expression of anger, but as an act of hope.\n\nThe strength of this republic has never rested in its leaders. It rests, as it always has, in its people. In you.\n\nSo I ask: What kind of citizen will you be? Not tomorrow. Not someday. Today.	Original passage for JNM Home Education Program	Grade 10	High School	\N	\N	f	Reading comprehension	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
401	134	Argumentative Essays	\N	2	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.577645	Read and comprehend a grade-level speech.\nApply the skill of analyzing rhetorical strategies to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in analyzing rhetorical strategies through close reading of a speech. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	On the Duty of Citizens in a Democracy	speech	Fellow citizens, I stand before you not as someone who has all the answers, but as someone who believes profoundly in your capacity to seek them.\n\nWe are told that democracy is a gift. I respectfully disagree. Democracy is not a gift—it is a responsibility. A gift sits on a shelf. A responsibility demands that you rise from your chair and act. The ballot box does not fill itself. The town meeting does not convene without voices willing to speak. The free press does not survive without readers willing to think.\n\nConsider for a moment the generations who came before us. They did not merely inherit this system of self-governance. They built it, brick by brick, through sacrifice, argument, and compromise. They debated in crowded halls. They marched on dusty roads. They wrote letters by candlelight. They did not always agree, but they understood a truth that we sometimes forget: disagreement, handled with respect, is not a threat to democracy. It is the engine of democracy.\n\nToday, we face a different challenge. It is not the absence of information—it is the flood of it. We carry more knowledge in our pockets than previous generations could access in a lifetime. And yet, knowledge alone does not make a citizen. What makes a citizen is the willingness to engage—to listen to those who see the world differently, to weigh evidence carefully, and to place the common good alongside personal interest.\n\nI am not asking you to agree with me. I am asking you to participate. Read beyond the headline. Attend a local meeting. Talk to your neighbor—not to persuade, but to understand. Cast your vote not as an expression of anger, but as an act of hope.\n\nThe strength of this republic has never rested in its leaders. It rests, as it always has, in its people. In you.\n\nSo I ask: What kind of citizen will you be? Not tomorrow. Not someday. Today.	Original passage for JNM Home Education Program	Grade 10	High School	\N	\N	f	Analyzing rhetorical strategies	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
403	135	Literary Theory	\N	1	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.579765	Read and comprehend a grade-level poem.\nApply the skill of reading comprehension to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in reading comprehension through close reading of a poem. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	November Light	poem	November Light\n\nThe trees have shed their arguments,\nstanding bare against the gray,\neach branch a question mark\npointed at the sky.\n\nThe pond holds still—\na mirror for the geese\nwho cross it twice,\nonce in flight, once in reflection,\nneither version quite the truth.\n\nThe wind has changed its mind again,\npushing leaves across the road\nlike scattered pages\nfrom a book nobody finished.\n\nAnd the light—\nthat low, amber light of November—\nslants through everything\nas if the sun is trying\nto read the world\none last time before it sets.\n\nI stand at the edge of the field\nwhere the grass has gone to gold,\nand I think about the things\nthat only silence teaches:\n\nhow a season ends\nnot with a sound\nbut with a softening,\n\nhow the earth lets go\nwithout being asked,\n\nhow even the shortest days\ncarry more light\nthan we remember.	Original poem for JNM Home Education Program	Grade 10	High School	\N	\N	f	Reading comprehension	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
405	135	Media Literacy	\N	3	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.581522	Read and comprehend a grade-level poem.\nApply the skill of reading comprehension to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in reading comprehension through close reading of a poem. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	November Light	poem	November Light\n\nThe trees have shed their arguments,\nstanding bare against the gray,\neach branch a question mark\npointed at the sky.\n\nThe pond holds still—\na mirror for the geese\nwho cross it twice,\nonce in flight, once in reflection,\nneither version quite the truth.\n\nThe wind has changed its mind again,\npushing leaves across the road\nlike scattered pages\nfrom a book nobody finished.\n\nAnd the light—\nthat low, amber light of November—\nslants through everything\nas if the sun is trying\nto read the world\none last time before it sets.\n\nI stand at the edge of the field\nwhere the grass has gone to gold,\nand I think about the things\nthat only silence teaches:\n\nhow a season ends\nnot with a sound\nbut with a softening,\n\nhow the earth lets go\nwithout being asked,\n\nhow even the shortest days\ncarry more light\nthan we remember.	Original poem for JNM Home Education Program	Grade 10	High School	\N	\N	f	Reading comprehension	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
407	136	Poetry Composition	\N	2	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.58348	Read and comprehend a grade-level poem.\nApply the skill of developing writing skills to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in developing writing skills through close reading of a poem. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	November Light	poem	November Light\n\nThe trees have shed their arguments,\nstanding bare against the gray,\neach branch a question mark\npointed at the sky.\n\nThe pond holds still—\na mirror for the geese\nwho cross it twice,\nonce in flight, once in reflection,\nneither version quite the truth.\n\nThe wind has changed its mind again,\npushing leaves across the road\nlike scattered pages\nfrom a book nobody finished.\n\nAnd the light—\nthat low, amber light of November—\nslants through everything\nas if the sun is trying\nto read the world\none last time before it sets.\n\nI stand at the edge of the field\nwhere the grass has gone to gold,\nand I think about the things\nthat only silence teaches:\n\nhow a season ends\nnot with a sound\nbut with a softening,\n\nhow the earth lets go\nwithout being asked,\n\nhow even the shortest days\ncarry more light\nthan we remember.	Original poem for JNM Home Education Program	Grade 10	High School	\N	\N	f	Developing writing skills	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
493	165	Anglo-Saxon and Medieval	\N	1	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.674679	Read and comprehend a grade-level poem.\nApply the skill of reading comprehension to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in reading comprehension through close reading of a poem. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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 Anglo-Saxon and Medieval, write a response that includes a claim, evidence from the text, and an explanation."}]	Khan Academy	November Light	poem	November Light\n\nThe trees have shed their arguments,\nstanding bare against the gray,\neach branch a question mark\npointed at the sky.\n\nThe pond holds still—\na mirror for the geese\nwho cross it twice,\nonce in flight, once in reflection,\nneither version quite the truth.\n\nThe wind has changed its mind again,\npushing leaves across the road\nlike scattered pages\nfrom a book nobody finished.\n\nAnd the light—\nthat low, amber light of November—\nslants through everything\nas if the sun is trying\nto read the world\none last time before it sets.\n\nI stand at the edge of the field\nwhere the grass has gone to gold,\nand I think about the things\nthat only silence teaches:\n\nhow a season ends\nnot with a sound\nbut with a softening,\n\nhow the earth lets go\nwithout being asked,\n\nhow even the shortest days\ncarry more light\nthan we remember.	Original poem for JNM Home Education Program	Grade 12	High School	\N	\N	f	Reading comprehension	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
386	129	Angles and Angle Relationships	\N	2	https://www.khanacademy.org/math/geometry	Khan Academy: Geometry	10-15 min	\N	\N	t	2026-06-23 11:23:04.562169	Understand the concepts and methods of Angles and Angle Relationships.\nSolve problems involving Angles and Angle Relationships accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Angles and Angle Relationships to real-world situations.	Geometry studies shapes, sizes, and spatial relationships. Area measures space inside a 2D shape. Volume measures space inside a 3D shape.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Angles and Angle Relationships	Geometry studies shapes, sizes, and spatial relationships. Area measures space inside a 2D shape. Volume measures space inside a 3D shape.	Area of rectangle = l × w | Area of triangle = ½ × b × h | Circumference = 2πr	[{"step": "Find area: rectangle 6×8", "work": "A = length × width = 6 × 8", "answer": "48 square units"}]	[{"mistake": "Confusing area (square units) with perimeter (linear units)", "correction": "Area = inside space (multiply). Perimeter = outside distance (add all sides)."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Angles and Angle Relationships helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
387	129	Parallel Lines	\N	3	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.563007	Understand the concepts and methods of Parallel Lines.\nSolve problems involving Parallel Lines accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Parallel Lines to real-world situations.	This lesson covers important mathematical concepts related to Parallel Lines. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Parallel Lines	This lesson covers important mathematical concepts related to Parallel Lines. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	\N	[{"step": "Apply the concepts from Parallel Lines", "work": "Identify given information, set up the problem, solve systematically, check your work.", "answer": "Verify by substituting back into the original problem."}]	[{"mistake": "Skipping steps and trying to solve in your head", "correction": "Show every step. This helps you catch errors and earn partial credit."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Parallel Lines helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
391	131	Circle Properties	\N	1	https://www.khanacademy.org/math/geometry	Khan Academy: Geometry	10-15 min	\N	\N	t	2026-06-23 11:23:04.567285	Understand the concepts and methods of Circle Properties.\nSolve problems involving Circle Properties accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Circle Properties to real-world situations.	Geometry studies shapes, sizes, and spatial relationships. Area measures space inside a 2D shape. Volume measures space inside a 3D shape.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Circle Properties	Geometry studies shapes, sizes, and spatial relationships. Area measures space inside a 2D shape. Volume measures space inside a 3D shape.	Area of rectangle = l × w | Area of triangle = ½ × b × h | Circumference = 2πr	[{"step": "Find area: rectangle 14×10", "work": "A = length × width = 14 × 10", "answer": "140 square units"}]	[{"mistake": "Confusing area (square units) with perimeter (linear units)", "correction": "Area = inside space (multiply). Perimeter = outside distance (add all sides)."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Circle Properties helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
395	132	Volume of Solids	\N	2	https://www.khanacademy.org/math/geometry	Khan Academy: Geometry	10-15 min	\N	\N	t	2026-06-23 11:23:04.571171	Understand the concepts and methods of Volume of Solids.\nSolve problems involving Volume of Solids accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Volume of Solids to real-world situations.	Geometry studies shapes, sizes, and spatial relationships. Area measures space inside a 2D shape. Volume measures space inside a 3D shape.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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 14 and height 10."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Volume of Solids	Geometry studies shapes, sizes, and spatial relationships. Area measures space inside a 2D shape. Volume measures space inside a 3D shape.	Area of rectangle = l × w | Area of triangle = ½ × b × h | Circumference = 2πr	[{"step": "Find area: rectangle 9×8", "work": "A = length × width = 9 × 8", "answer": "72 square units"}]	[{"mistake": "Confusing area (square units) with perimeter (linear units)", "correction": "Area = inside space (multiply). Perimeter = outside distance (add all sides)."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Volume of Solids helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
396	132	Geometric Transformations	\N	3	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.572175	Understand the concepts and methods of Geometric Transformations.\nSolve problems involving Geometric Transformations accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Geometric Transformations to real-world situations.	This lesson covers important mathematical concepts related to Geometric Transformations. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Geometric Transformations	This lesson covers important mathematical concepts related to Geometric Transformations. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	\N	[{"step": "Apply the concepts from Geometric Transformations", "work": "Identify given information, set up the problem, solve systematically, check your work.", "answer": "Verify by substituting back into the original problem."}]	[{"mistake": "Skipping steps and trying to solve in your head", "correction": "Show every step. This helps you catch errors and earn partial credit."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Geometric Transformations helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
410	137	Periodic Table	\N	2	https://www.khanacademy.org/science/chemistry	Khan Academy: Chemistry	10-15 min	\N	\N	t	2026-06-23 11:23:04.586884	Explain the key scientific concepts of Periodic Table.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Periodic Table to real-world applications.	All matter is made of atoms (protons, neutrons, electrons). Elements are pure substances of one atom type. The periodic table organizes elements by atomic number. Compounds form when elements bond: ionic (transfer electrons) or covalent (share electrons). Chemical equations must be balanced.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Periodic Table	All matter is made of atoms (protons, neutrons, electrons). Elements are pure substances of one atom type. The periodic table organizes elements by atomic number. Compounds form when elements bond: ionic (transfer electrons) or covalent (share electrons). Chemical equations must be balanced.	\N	\N	\N	["baking soda", "vinegar", "balloon", "empty bottle", "safety goggles"]	Wear safety goggles. Do not taste chemicals. Work in a ventilated area.	[{"step": "Put 2 tablespoons of baking soda into a balloon. Pour vinegar into a bottle. Stretch the balloon over the bottle opening and lift to drop the baking soda in.", "detail": "Observe the balloon inflating. The reaction: NaHCO₃ + CH₃COOH → CO₂ + H₂O + NaCH₃COO."}]	["What gas inflated the balloon?", "Was this a chemical or physical change? How do you know?", "What evidence of a chemical reaction did you observe?"]	Explain what happened using the law of conservation of mass. Were atoms created or destroyed?	\N	\N	\N	\N	\N	\N	Chemical reactions power everything from baking bread to rocket engines to batteries.	t	\N
412	138	Ionic Bonds	\N	1	https://www.khanacademy.org/science/chemistry	Khan Academy: Chemistry	10-15 min	\N	\N	t	2026-06-23 11:23:04.589331	Explain the key scientific concepts of Ionic Bonds.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Ionic Bonds to real-world applications.	This lesson explores scientific concepts related to Ionic Bonds. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Ionic Bonds	This lesson explores scientific concepts related to Ionic Bonds. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Ionic Bonds connects to real-world applications in technology, health, and environmental stewardship.	t	\N
414	138	Metallic Bonds	\N	3	https://www.khanacademy.org/science/chemistry	Khan Academy: Chemistry	10-15 min	\N	\N	t	2026-06-23 11:23:04.591119	Explain the key scientific concepts of Metallic Bonds.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Metallic Bonds to real-world applications.	This lesson explores scientific concepts related to Metallic Bonds. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Metallic Bonds	This lesson explores scientific concepts related to Metallic Bonds. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Metallic Bonds connects to real-world applications in technology, health, and environmental stewardship.	t	\N
416	139	Types of Reactions	\N	2	https://www.khanacademy.org/science/chemistry	Khan Academy: Chemistry	10-15 min	\N	\N	t	2026-06-23 11:23:04.593321	Explain the key scientific concepts of Types of Reactions.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Types of Reactions to real-world applications.	All matter is made of atoms (protons, neutrons, electrons). Elements are pure substances of one atom type. The periodic table organizes elements by atomic number. Compounds form when elements bond: ionic (transfer electrons) or covalent (share electrons). Chemical equations must be balanced.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Types of Reactions	All matter is made of atoms (protons, neutrons, electrons). Elements are pure substances of one atom type. The periodic table organizes elements by atomic number. Compounds form when elements bond: ionic (transfer electrons) or covalent (share electrons). Chemical equations must be balanced.	\N	\N	\N	["baking soda", "vinegar", "balloon", "empty bottle", "safety goggles"]	Wear safety goggles. Do not taste chemicals. Work in a ventilated area.	[{"step": "Put 2 tablespoons of baking soda into a balloon. Pour vinegar into a bottle. Stretch the balloon over the bottle opening and lift to drop the baking soda in.", "detail": "Observe the balloon inflating. The reaction: NaHCO₃ + CH₃COOH → CO₂ + H₂O + NaCH₃COO."}]	["What gas inflated the balloon?", "Was this a chemical or physical change? How do you know?", "What evidence of a chemical reaction did you observe?"]	Explain what happened using the law of conservation of mass. Were atoms created or destroyed?	\N	\N	\N	\N	\N	\N	Chemical reactions power everything from baking bread to rocket engines to batteries.	t	\N
417	139	Stoichiometry	\N	3	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.59422	Explain the key scientific concepts of Stoichiometry.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Stoichiometry to real-world applications.	This lesson explores scientific concepts related to Stoichiometry. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	[{"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	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Stoichiometry	This lesson explores scientific concepts related to Stoichiometry. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Stoichiometry connects to real-world applications in technology, health, and environmental stewardship.	f	\N
418	140	Solutions and Solubility	\N	1	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.595379	Explain the key scientific concepts of Solutions and Solubility.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Solutions and Solubility to real-world applications.	This lesson explores scientific concepts related to Solutions and Solubility. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	[{"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	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Solutions and Solubility	This lesson explores scientific concepts related to Solutions and Solubility. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Solutions and Solubility connects to real-world applications in technology, health, and environmental stewardship.	f	\N
421	141	Colonial Society	\N	1	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.598739	Explain key concepts related to Colonial Society.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Colonial Society	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	Studying conflicts helps us understand how nations form, how rights are won, and how to work toward peace.	t	\N
422	141	American Revolution	\N	2	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.600155	Explain key concepts related to American Revolution.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	American Revolution	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	Studying conflicts helps us understand how nations form, how rights are won, and how to work toward peace.	t	\N
426	142	Manifest Destiny	\N	3	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.604237	Explain key concepts related to Manifest Destiny.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Manifest Destiny. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Manifest Destiny	This lesson examines important social studies concepts related to Manifest Destiny. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Manifest Destiny. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Manifest Destiny develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
428	143	Civil War	\N	2	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.606475	Explain key concepts related to Civil War.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Civil War	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	Studying conflicts helps us understand how nations form, how rights are won, and how to work toward peace.	t	\N
430	144	World Wars	\N	1	https://www.khanacademy.org/humanities/world-history	Khan Academy: World History	10-15 min	\N	\N	t	2026-06-23 11:23:04.608712	Explain key concepts related to World Wars.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	World Wars	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Major conflicts have shaped American history. The American Revolution (1775-1783) established independence from Britain. The Civil War (1861-1865) ended slavery and preserved the Union. World Wars I and II reshaped global politics. Each conflict had complex causes, key turning points, and lasting consequences.	\N	\N	Studying conflicts helps us understand how nations form, how rights are won, and how to work toward peace.	t	\N
432	144	Contemporary Issues	\N	3	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.610666	Explain key concepts related to Contemporary Issues.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Contemporary Issues. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 10	High School	\N	\N	f	Contemporary Issues	This lesson examines important social studies concepts related to Contemporary Issues. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Contemporary Issues. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Contemporary Issues develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
449	150	Modernism	\N	2	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.628588	Read and comprehend a grade-level speech.\nApply the skill of reading comprehension to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in reading comprehension through close reading of a speech. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	On the Duty of Citizens in a Democracy	speech	Fellow citizens, I stand before you not as someone who has all the answers, but as someone who believes profoundly in your capacity to seek them.\n\nWe are told that democracy is a gift. I respectfully disagree. Democracy is not a gift—it is a responsibility. A gift sits on a shelf. A responsibility demands that you rise from your chair and act. The ballot box does not fill itself. The town meeting does not convene without voices willing to speak. The free press does not survive without readers willing to think.\n\nConsider for a moment the generations who came before us. They did not merely inherit this system of self-governance. They built it, brick by brick, through sacrifice, argument, and compromise. They debated in crowded halls. They marched on dusty roads. They wrote letters by candlelight. They did not always agree, but they understood a truth that we sometimes forget: disagreement, handled with respect, is not a threat to democracy. It is the engine of democracy.\n\nToday, we face a different challenge. It is not the absence of information—it is the flood of it. We carry more knowledge in our pockets than previous generations could access in a lifetime. And yet, knowledge alone does not make a citizen. What makes a citizen is the willingness to engage—to listen to those who see the world differently, to weigh evidence carefully, and to place the common good alongside personal interest.\n\nI am not asking you to agree with me. I am asking you to participate. Read beyond the headline. Attend a local meeting. Talk to your neighbor—not to persuade, but to understand. Cast your vote not as an expression of anger, but as an act of hope.\n\nThe strength of this republic has never rested in its leaders. It rests, as it always has, in its people. In you.\n\nSo I ask: What kind of citizen will you be? Not tomorrow. Not someday. Today.	Original passage for JNM Home Education Program	Grade 11	High School	\N	\N	f	Reading comprehension	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
451	151	College Application Essays	\N	1	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.630642	Read and comprehend a grade-level literature excerpt.\nApply the skill of understanding essay structure and argument to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in understanding essay structure and argument through close reading of a literature excerpt. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	The Promise and Price of Progress	literature_excerpt	Every generation believes it stands at the pinnacle of progress, and every generation is both right and wrong. We are right because we have indeed advanced beyond what came before—our medicine is more effective, our communication faster, our access to knowledge more democratic than at any point in human history. We are wrong because we tend to confuse advancement with arrival, as if progress were a destination rather than a direction.\n\nConsider the automobile. When Henry Ford's assembly line made cars affordable in the early twentieth century, it was celebrated as a triumph of innovation. Families could travel freely. Rural communities gained access to cities. Commerce accelerated. And yet, within decades, the same invention contributed to urban sprawl, air pollution, traffic fatalities, and a dependence on fossil fuels that now threatens the global climate. The car did not stop being an achievement. But it became clear that achievement is never cost-free.\n\nThis pattern repeats throughout history. The printing press democratized knowledge and also enabled propaganda. Antibiotics saved millions of lives and also created resistant bacteria. The internet connected the world and also fractured our attention.\n\nNone of this means we should reject progress. It means we should pursue it with open eyes. The measure of a society is not how quickly it innovates, but how honestly it reckons with the consequences of its innovations.\n\nThe philosopher Hans Jonas wrote that modern technology has introduced "a new dimension of responsibility." Previous generations could act locally and trust that the effects would remain local. We no longer have that luxury. A decision made in one boardroom can alter the atmosphere. A piece of software released in one country can reshape elections in another.\n\nProgress, then, is not a force to be celebrated or feared. It is a force to be governed—carefully, collectively, and with a willingness to ask the hardest question of all: Just because we can, should we?	Original essay for JNM Home Education Program	Grade 11	High School	\N	\N	f	Understanding essay structure and argument	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
454	152	Reading Comprehension Strategies	\N	1	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.633786	Read and comprehend a grade-level primary source.\nApply the skill of developing reading comprehension strategies to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in developing reading comprehension strategies through close reading of a primary source. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	Letter from the Western Frontier, 1849	primary_source	April 14, 1849\n\nDear Mother,\n\nI write to you from a place that has no name on any map I have seen. We have been traveling for thirty-seven days since leaving Independence, Missouri, and the country has changed in ways I cannot easily describe. The trees thinned and then disappeared entirely. The grass stretches to the horizon in every direction, rippling in the wind like a green ocean. At night, the sky holds more stars than I believed existed.\n\nOur company consists of twelve wagons and forty-one souls, including seven children. We travel fifteen miles on a good day, fewer when the rains turn the ground to mud. The oxen are patient but slow. I walk beside them most of the day, as the wagon is too crowded and too rough for sitting.\n\nI will not pretend the journey is pleasant. The dust is relentless. Water must be rationed. Mrs. Harlan lost her youngest to fever last week, and the company stopped for half a day while we buried the child on a hillside with no marker but a ring of stones.\n\nAnd yet, there is something in this landscape that I did not expect. A kind of openness that changes the way you think. In St. Louis, I worried about small things—the price of flour, the condition of the roads, whether the neighbors approved of our fence. Out here, those worries seem to belong to someone else. The land asks different questions. Can you build a fire in the wind? Can you find water before dark? Can you keep walking when your legs want to stop?\n\nI do not know what waits for us in California. The stories we hear are wild and contradictory—fortunes made overnight, cities of tents, lawlessness, and opportunity in equal measure. I choose to believe the version that makes the sacrifice worthwhile.\n\nGive my love to Father and the children. I carry your letters in my coat pocket, close to my chest.\n\nYour devoted son,\nWilliam	Original historical fiction letter for JNM Home Education Program	Grade 11	High School	\N	\N	f	Developing reading comprehension strategies	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
433	145	Polynomial Operations	\N	1	https://www.khanacademy.org/math/algebra2	Khan Academy: Algebra 2	10-15 min	\N	\N	t	2026-06-23 11:23:04.612303	Understand the concepts and methods of Polynomial Operations.\nSolve problems involving Polynomial Operations accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Polynomial Operations to real-world situations.	A quadratic equation has the form ax²+bx+c=0. Solve by factoring, completing the square, or the quadratic formula. The discriminant b²-4ac tells how many real solutions exist.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Polynomial Operations	A quadratic equation has the form ax²+bx+c=0. Solve by factoring, completing the square, or the quadratic formula. The discriminant b²-4ac tells how many real solutions exist.	Quadratic formula: x = (-b ± √(b²-4ac)) / 2a	[{"step": "Solve x²-5x+6=0", "work": "Factor: (x-2)(x-3)=0. Set each factor=0.", "answer": "x=2 or x=3"}]	[{"mistake": "Forgetting to set the equation equal to zero before factoring", "correction": "Always rearrange to standard form ax²+bx+c=0 first."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Polynomial Operations helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
435	145	Polynomial Division	\N	3	https://www.khanacademy.org/math/algebra2	Khan Academy: Algebra 2	10-15 min	\N	\N	t	2026-06-23 11:23:04.614105	Understand the concepts and methods of Polynomial Division.\nSolve problems involving Polynomial Division accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Polynomial Division to real-world situations.	Division splits a total into equal groups. Division is the inverse of multiplication. Check: quotient × divisor + remainder = dividend.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Polynomial Division	Division splits a total into equal groups. Division is the inverse of multiplication. Check: quotient × divisor + remainder = dividend.	\N	[{"step": "Divide 54 ÷ 3", "work": "How many times does 3 go into 54? 3×18=54", "answer": "18"}]	[{"mistake": "Forgetting to include the remainder", "correction": "If division is not exact, record the remainder: quotient R remainder."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Polynomial Division helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
437	146	Radical Equations	\N	2	https://www.khanacademy.org/math/algebra	Khan Academy: Algebra	10-15 min	\N	\N	t	2026-06-23 11:23:04.6161	Understand the concepts and methods of Radical Equations.\nSolve problems involving Radical Equations accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Radical Equations to real-world situations.	An equation states two expressions are equal. To solve, isolate the variable using inverse operations. Whatever you do to one side, do to the other.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Radical Equations	An equation states two expressions are equal. To solve, isolate the variable using inverse operations. Whatever you do to one side, do to the other.	To solve ax + b = c: subtract b, then divide by a	[{"step": "Solve: 8x + 5 = 53", "work": "Step 1: Subtract 5: 8x = 48. Step 2: Divide by 8: x = 6. Check: 8(6)+5=53 ✓", "answer": "x = 6"}]	[{"mistake": "Performing an operation on only one side of the equation", "correction": "Always apply the same operation to BOTH sides to maintain balance."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Radical Equations helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
439	147	Exponential Functions	\N	1	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.618115	Understand the concepts and methods of Exponential Functions.\nSolve problems involving Exponential Functions accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Exponential Functions to real-world situations.	A linear function produces a straight line. The slope (m) measures steepness. The y-intercept (b) is where the line crosses the y-axis.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Exponential Functions	A linear function produces a straight line. The slope (m) measures steepness. The y-intercept (b) is where the line crosses the y-axis.	Slope-intercept form: y = mx + b | Slope: m = (y₂-y₁)/(x₂-x₁)	[{"step": "Find slope between (1,3) and (4,9)", "work": "m=(9-3)/(4-1)=6/3=2", "answer": "m=2"}]	[{"mistake": "Swapping x and y values in the slope formula", "correction": "Slope = rise/run = (y₂-y₁)/(x₂-x₁). Keep the order consistent."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Exponential Functions helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
441	147	Exponential Growth and Decay	\N	3	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.619863	Understand the concepts and methods of Exponential Growth and Decay.\nSolve problems involving Exponential Growth and Decay accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Exponential Growth and Decay to real-world situations.	This lesson covers important mathematical concepts related to Exponential Growth and Decay. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Exponential Growth and Decay	This lesson covers important mathematical concepts related to Exponential Growth and Decay. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	\N	[{"step": "Apply the concepts from Exponential Growth and Decay", "work": "Identify given information, set up the problem, solve systematically, check your work.", "answer": "Verify by substituting back into the original problem."}]	[{"mistake": "Skipping steps and trying to solve in your head", "correction": "Show every step. This helps you catch errors and earn partial credit."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Exponential Growth and Decay helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
444	148	Series and Summation	\N	3	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.623143	Understand the concepts and methods of Series and Summation.\nSolve problems involving Series and Summation accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Series and Summation to real-world situations.	This lesson covers important mathematical concepts related to Series and Summation. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Series and Summation	This lesson covers important mathematical concepts related to Series and Summation. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	\N	[{"step": "Apply the concepts from Series and Summation", "work": "Identify given information, set up the problem, solve systematically, check your work.", "answer": "Verify by substituting back into the original problem."}]	[{"mistake": "Skipping steps and trying to solve in your head", "correction": "Show every step. This helps you catch errors and earn partial credit."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Series and Summation helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
457	153	Kinematics	\N	1	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.637313	Explain the key scientific concepts of Kinematics.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Kinematics to real-world applications.	This lesson explores scientific concepts related to Kinematics. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	[{"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	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Kinematics	This lesson explores scientific concepts related to Kinematics. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Kinematics connects to real-world applications in technology, health, and environmental stewardship.	f	\N
459	153	Work Energy and Power	\N	3	https://www.khanacademy.org/science/physics	Khan Academy: Physics	10-15 min	\N	\N	t	2026-06-23 11:23:04.639246	Explain the key scientific concepts of Work Energy and Power.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Work Energy and Power to real-world applications.	Energy is the ability to do work. Forms: kinetic, potential, thermal, electrical, chemical, light, sound. Conservation of energy: energy transforms but total amount stays constant. Circuits need a source, conductor, and load. Waves transfer energy; mechanical waves need a medium, electromagnetic waves do not.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Work Energy and Power	Energy is the ability to do work. Forms: kinetic, potential, thermal, electrical, chemical, light, sound. Conservation of energy: energy transforms but total amount stays constant. Circuits need a source, conductor, and load. Waves transfer energy; mechanical waves need a medium, electromagnetic waves do not.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Energy science underpins electricity, renewable power, communication technology, and medical imaging.	t	\N
461	154	Sound Waves	\N	2	https://www.khanacademy.org/science/physics	Khan Academy: Physics	10-15 min	\N	\N	t	2026-06-23 11:23:04.64132	Explain the key scientific concepts of Sound Waves.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Sound Waves to real-world applications.	Energy is the ability to do work. Forms: kinetic, potential, thermal, electrical, chemical, light, sound. Conservation of energy: energy transforms but total amount stays constant. Circuits need a source, conductor, and load. Waves transfer energy; mechanical waves need a medium, electromagnetic waves do not.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Sound Waves	Energy is the ability to do work. Forms: kinetic, potential, thermal, electrical, chemical, light, sound. Conservation of energy: energy transforms but total amount stays constant. Circuits need a source, conductor, and load. Waves transfer energy; mechanical waves need a medium, electromagnetic waves do not.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Energy science underpins electricity, renewable power, communication technology, and medical imaging.	t	\N
465	155	Magnetism	\N	3	https://www.khanacademy.org/science/physics	Khan Academy: Physics	10-15 min	\N	\N	t	2026-06-23 11:23:04.645087	Explain the key scientific concepts of Magnetism.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Magnetism to real-world applications.	Energy is the ability to do work. Forms: kinetic, potential, thermal, electrical, chemical, light, sound. Conservation of energy: energy transforms but total amount stays constant. Circuits need a source, conductor, and load. Waves transfer energy; mechanical waves need a medium, electromagnetic waves do not.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Magnetism	Energy is the ability to do work. Forms: kinetic, potential, thermal, electrical, chemical, light, sound. Conservation of energy: energy transforms but total amount stays constant. Circuits need a source, conductor, and load. Waves transfer energy; mechanical waves need a medium, electromagnetic waves do not.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Energy science underpins electricity, renewable power, communication technology, and medical imaging.	t	\N
469	157	Constitution and Federalism	\N	1	https://www.khanacademy.org/humanities/us-government-and-civics	Khan Academy: US Government & Civics	10-15 min	\N	\N	t	2026-06-23 11:23:04.649576	Explain key concepts related to Constitution and Federalism.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	The United States Constitution, ratified in 1788, established a federal system with three branches: legislative (Congress makes laws), executive (President enforces laws), and judicial (courts interpret laws). The Bill of Rights (first 10 amendments) protects individual freedoms. Checks and balances prevent any branch from becoming too powerful.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Constitution and Federalism	The United States Constitution, ratified in 1788, established a federal system with three branches: legislative (Congress makes laws), executive (President enforces laws), and judicial (courts interpret laws). The Bill of Rights (first 10 amendments) protects individual freedoms. Checks and balances prevent any branch from becoming too powerful.	\N	\N	\N	\N	\N	\N	\N	\N	Excerpt: The Preamble to the Constitution	primary_source	"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."	The United States Constitution, ratified in 1788, established a federal system with three branches: legislative (Congress makes laws), executive (President enforces laws), and judicial (courts interpret laws). The Bill of Rights (first 10 amendments) protects individual freedoms. Checks and balances prevent any branch from becoming too powerful.	\N	\N	Understanding government helps citizens participate in democracy through voting, civic engagement, and understanding their rights.	t	\N
470	157	Congress	\N	2	https://www.khanacademy.org/humanities/us-government-and-civics	Khan Academy: US Government & Civics	10-15 min	\N	\N	t	2026-06-23 11:23:04.650432	Explain key concepts related to Congress.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Congress. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"title": "Analyzing a Source", "content": "When studying Congress, 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 Congress and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Congress connect to or affect the present day?"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Congress	This lesson examines important social studies concepts related to Congress. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Congress. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Congress develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
472	158	Bill of Rights	\N	1	https://www.khanacademy.org/humanities/us-government-and-civics	Khan Academy: US Government & Civics	10-15 min	\N	\N	t	2026-06-23 11:23:04.652615	Explain key concepts related to Bill of Rights.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	The United States Constitution, ratified in 1788, established a federal system with three branches: legislative (Congress makes laws), executive (President enforces laws), and judicial (courts interpret laws). The Bill of Rights (first 10 amendments) protects individual freedoms. Checks and balances prevent any branch from becoming too powerful.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Bill of Rights	The United States Constitution, ratified in 1788, established a federal system with three branches: legislative (Congress makes laws), executive (President enforces laws), and judicial (courts interpret laws). The Bill of Rights (first 10 amendments) protects individual freedoms. Checks and balances prevent any branch from becoming too powerful.	\N	\N	\N	\N	\N	\N	\N	\N	Excerpt: The Preamble to the Constitution	primary_source	"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."	The United States Constitution, ratified in 1788, established a federal system with three branches: legislative (Congress makes laws), executive (President enforces laws), and judicial (courts interpret laws). The Bill of Rights (first 10 amendments) protects individual freedoms. Checks and balances prevent any branch from becoming too powerful.	\N	\N	Understanding government helps citizens participate in democracy through voting, civic engagement, and understanding their rights.	t	\N
474	158	Equal Protection	\N	3	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.654572	Explain key concepts related to Equal Protection.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Equal Protection. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Equal Protection	This lesson examines important social studies concepts related to Equal Protection. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Equal Protection. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Equal Protection develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
476	159	Market Structures	\N	2	https://www.khanacademy.org/economics-finance-domain	Khan Academy: Economics & Finance	10-15 min	\N	\N	t	2026-06-23 11:23:04.656768	Explain key concepts related to Market Structures.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	Economics studies how people use limited resources. Supply and demand determine prices. Scarcity forces choices. Opportunity cost is what you give up when choosing. GDP measures national economic output. Inflation reduces purchasing power over time.	\N	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Market Structures	Economics studies how people use limited resources. Supply and demand determine prices. Scarcity forces choices. Opportunity cost is what you give up when choosing. GDP measures national economic output. Inflation reduces purchasing power over time.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Economics studies how people use limited resources. Supply and demand determine prices. Scarcity forces choices. Opportunity cost is what you give up when choosing. GDP measures national economic output. Inflation reduces purchasing power over time.	\N	\N	Economic literacy helps with personal budgeting, career decisions, understanding policy, and financial planning.	t	\N
478	160	Budgeting	\N	1	https://www.khanacademy.org/economics-finance-domain	Khan Academy: Economics & Finance	10-15 min	\N	\N	t	2026-06-23 11:23:04.658913	Explain key concepts related to Budgeting.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Budgeting. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 11	High School	\N	\N	f	Budgeting	This lesson examines important social studies concepts related to Budgeting. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Budgeting. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Budgeting develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
495	165	Romantic and Victorian Era	\N	3	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.676764	Read and comprehend a grade-level poem.\nApply the skill of reading comprehension to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in reading comprehension through close reading of a poem. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	November Light	poem	November Light\n\nThe trees have shed their arguments,\nstanding bare against the gray,\neach branch a question mark\npointed at the sky.\n\nThe pond holds still—\na mirror for the geese\nwho cross it twice,\nonce in flight, once in reflection,\nneither version quite the truth.\n\nThe wind has changed its mind again,\npushing leaves across the road\nlike scattered pages\nfrom a book nobody finished.\n\nAnd the light—\nthat low, amber light of November—\nslants through everything\nas if the sun is trying\nto read the world\none last time before it sets.\n\nI stand at the edge of the field\nwhere the grass has gone to gold,\nand I think about the things\nthat only silence teaches:\n\nhow a season ends\nnot with a sound\nbut with a softening,\n\nhow the earth lets go\nwithout being asked,\n\nhow even the shortest days\ncarry more light\nthan we remember.	Original poem for JNM Home Education Program	Grade 12	High School	\N	\N	f	Reading comprehension	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
496	166	Modernist Writers	\N	1	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.678207	Read and comprehend a grade-level primary source.\nApply the skill of reading comprehension to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in reading comprehension through close reading of a primary source. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	Letter from the Western Frontier, 1849	primary_source	April 14, 1849\n\nDear Mother,\n\nI write to you from a place that has no name on any map I have seen. We have been traveling for thirty-seven days since leaving Independence, Missouri, and the country has changed in ways I cannot easily describe. The trees thinned and then disappeared entirely. The grass stretches to the horizon in every direction, rippling in the wind like a green ocean. At night, the sky holds more stars than I believed existed.\n\nOur company consists of twelve wagons and forty-one souls, including seven children. We travel fifteen miles on a good day, fewer when the rains turn the ground to mud. The oxen are patient but slow. I walk beside them most of the day, as the wagon is too crowded and too rough for sitting.\n\nI will not pretend the journey is pleasant. The dust is relentless. Water must be rationed. Mrs. Harlan lost her youngest to fever last week, and the company stopped for half a day while we buried the child on a hillside with no marker but a ring of stones.\n\nAnd yet, there is something in this landscape that I did not expect. A kind of openness that changes the way you think. In St. Louis, I worried about small things—the price of flour, the condition of the roads, whether the neighbors approved of our fence. Out here, those worries seem to belong to someone else. The land asks different questions. Can you build a fire in the wind? Can you find water before dark? Can you keep walking when your legs want to stop?\n\nI do not know what waits for us in California. The stories we hear are wild and contradictory—fortunes made overnight, cities of tents, lawlessness, and opportunity in equal measure. I choose to believe the version that makes the sacrifice worthwhile.\n\nGive my love to Father and the children. I carry your letters in my coat pocket, close to my chest.\n\nYour devoted son,\nWilliam	Original historical fiction letter for JNM Home Education Program	Grade 12	High School	\N	\N	f	Reading comprehension	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
497	166	Post-Colonial Literature	\N	2	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.679112	Read and comprehend a grade-level poem.\nApply the skill of reading comprehension to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in reading comprehension through close reading of a poem. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	November Light	poem	November Light\n\nThe trees have shed their arguments,\nstanding bare against the gray,\neach branch a question mark\npointed at the sky.\n\nThe pond holds still—\na mirror for the geese\nwho cross it twice,\nonce in flight, once in reflection,\nneither version quite the truth.\n\nThe wind has changed its mind again,\npushing leaves across the road\nlike scattered pages\nfrom a book nobody finished.\n\nAnd the light—\nthat low, amber light of November—\nslants through everything\nas if the sun is trying\nto read the world\none last time before it sets.\n\nI stand at the edge of the field\nwhere the grass has gone to gold,\nand I think about the things\nthat only silence teaches:\n\nhow a season ends\nnot with a sound\nbut with a softening,\n\nhow the earth lets go\nwithout being asked,\n\nhow even the shortest days\ncarry more light\nthan we remember.	Original poem for JNM Home Education Program	Grade 12	High School	\N	\N	f	Reading comprehension	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
499	167	Advanced Composition	\N	1	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.681111	Read and comprehend a grade-level speech.\nApply the skill of developing writing skills to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in developing writing skills through close reading of a speech. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	On the Duty of Citizens in a Democracy	speech	Fellow citizens, I stand before you not as someone who has all the answers, but as someone who believes profoundly in your capacity to seek them.\n\nWe are told that democracy is a gift. I respectfully disagree. Democracy is not a gift—it is a responsibility. A gift sits on a shelf. A responsibility demands that you rise from your chair and act. The ballot box does not fill itself. The town meeting does not convene without voices willing to speak. The free press does not survive without readers willing to think.\n\nConsider for a moment the generations who came before us. They did not merely inherit this system of self-governance. They built it, brick by brick, through sacrifice, argument, and compromise. They debated in crowded halls. They marched on dusty roads. They wrote letters by candlelight. They did not always agree, but they understood a truth that we sometimes forget: disagreement, handled with respect, is not a threat to democracy. It is the engine of democracy.\n\nToday, we face a different challenge. It is not the absence of information—it is the flood of it. We carry more knowledge in our pockets than previous generations could access in a lifetime. And yet, knowledge alone does not make a citizen. What makes a citizen is the willingness to engage—to listen to those who see the world differently, to weigh evidence carefully, and to place the common good alongside personal interest.\n\nI am not asking you to agree with me. I am asking you to participate. Read beyond the headline. Attend a local meeting. Talk to your neighbor—not to persuade, but to understand. Cast your vote not as an expression of anger, but as an act of hope.\n\nThe strength of this republic has never rested in its leaders. It rests, as it always has, in its people. In you.\n\nSo I ask: What kind of citizen will you be? Not tomorrow. Not someday. Today.	Original passage for JNM Home Education Program	Grade 12	High School	\N	\N	f	Developing writing skills	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
501	167	Professional Writing	\N	3	https://www.khanacademy.org/ela	Khan Academy: Reading & Language Arts	10-15 min	\N	\N	t	2026-06-23 11:23:04.68285	Read and comprehend a grade-level primary source.\nApply the skill of developing writing skills to the reading.\nIdentify and define key vocabulary from the passage.\nSupport answers with evidence from the text.\nWrite an analytical response using textual evidence.	This lesson develops your ability in developing writing skills through close reading of a primary source. At this level, reading is an active, analytical process. You should consider not only what the text says, but how the author constructs meaning through language, structure, and rhetorical choices.\n\nAs you read, consider the author's purpose, audience, tone, and the techniques used to convey the central message. Your responses should demonstrate critical thinking and include direct references to the text.	[{"term": "pinnacle", "definition": "The highest point of development or achievement."}, {"term": "rhetoric", "definition": "The art of effective or persuasive speaking or writing."}, {"term": "paradox", "definition": "A statement that seems contradictory but may reveal a deeper truth."}, {"term": "critique", "definition": "A detailed analysis and assessment of something."}, {"term": "juxtaposition", "definition": "Placing two things close together for comparison or contrast."}, {"term": "implicit", "definition": "Suggested but not directly expressed; implied."}]	[{"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."}]	Khan Academy	Letter from the Western Frontier, 1849	primary_source	April 14, 1849\n\nDear Mother,\n\nI write to you from a place that has no name on any map I have seen. We have been traveling for thirty-seven days since leaving Independence, Missouri, and the country has changed in ways I cannot easily describe. The trees thinned and then disappeared entirely. The grass stretches to the horizon in every direction, rippling in the wind like a green ocean. At night, the sky holds more stars than I believed existed.\n\nOur company consists of twelve wagons and forty-one souls, including seven children. We travel fifteen miles on a good day, fewer when the rains turn the ground to mud. The oxen are patient but slow. I walk beside them most of the day, as the wagon is too crowded and too rough for sitting.\n\nI will not pretend the journey is pleasant. The dust is relentless. Water must be rationed. Mrs. Harlan lost her youngest to fever last week, and the company stopped for half a day while we buried the child on a hillside with no marker but a ring of stones.\n\nAnd yet, there is something in this landscape that I did not expect. A kind of openness that changes the way you think. In St. Louis, I worried about small things—the price of flour, the condition of the roads, whether the neighbors approved of our fence. Out here, those worries seem to belong to someone else. The land asks different questions. Can you build a fire in the wind? Can you find water before dark? Can you keep walking when your legs want to stop?\n\nI do not know what waits for us in California. The stories we hear are wild and contradictory—fortunes made overnight, cities of tents, lawlessness, and opportunity in equal measure. I choose to believe the version that makes the sacrifice worthwhile.\n\nGive my love to Father and the children. I carry your letters in my coat pocket, close to my chest.\n\nYour devoted son,\nWilliam	Original historical fiction letter for JNM Home Education Program	Grade 12	High School	\N	\N	f	Developing writing skills	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	t	\N
482	161	Transformations of Functions	\N	2	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.66342	Understand the concepts and methods of Transformations of Functions.\nSolve problems involving Transformations of Functions accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Transformations of Functions to real-world situations.	A linear function produces a straight line. The slope (m) measures steepness. The y-intercept (b) is where the line crosses the y-axis.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Transformations of Functions	A linear function produces a straight line. The slope (m) measures steepness. The y-intercept (b) is where the line crosses the y-axis.	Slope-intercept form: y = mx + b | Slope: m = (y₂-y₁)/(x₂-x₁)	[{"step": "Find slope between (1,3) and (4,9)", "work": "m=(9-3)/(4-1)=6/3=2", "answer": "m=2"}]	[{"mistake": "Swapping x and y values in the slope formula", "correction": "Slope = rise/run = (y₂-y₁)/(x₂-x₁). Keep the order consistent."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Transformations of Functions helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
484	162	Trigonometric Functions	\N	1	https://www.khanacademy.org/math/trigonometry	Khan Academy: Trigonometry	10-15 min	\N	\N	t	2026-06-23 11:23:04.665383	Understand the concepts and methods of Trigonometric Functions.\nSolve problems involving Trigonometric Functions accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Trigonometric Functions to real-world situations.	A linear function produces a straight line. The slope (m) measures steepness. The y-intercept (b) is where the line crosses the y-axis.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Trigonometric Functions	A linear function produces a straight line. The slope (m) measures steepness. The y-intercept (b) is where the line crosses the y-axis.	Slope-intercept form: y = mx + b | Slope: m = (y₂-y₁)/(x₂-x₁)	[{"step": "Find slope between (1,3) and (4,9)", "work": "m=(9-3)/(4-1)=6/3=2", "answer": "m=2"}]	[{"mistake": "Swapping x and y values in the slope formula", "correction": "Slope = rise/run = (y₂-y₁)/(x₂-x₁). Keep the order consistent."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Trigonometric Functions helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
485	162	Trigonometric Identities	\N	2	https://www.khanacademy.org/math/trigonometry	Khan Academy: Trigonometry	10-15 min	\N	\N	t	2026-06-23 11:23:04.666388	Understand the concepts and methods of Trigonometric Identities.\nSolve problems involving Trigonometric Identities accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Trigonometric Identities to real-world situations.	Trigonometry relates angles to side lengths in right triangles. The three main ratios are sine, cosine, and tangent. The unit circle extends these to all angles.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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°)?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Trigonometric Identities	Trigonometry relates angles to side lengths in right triangles. The three main ratios are sine, cosine, and tangent. The unit circle extends these to all angles.	SOH CAH TOA: sin=opp/hyp, cos=adj/hyp, tan=opp/adj	[{"step": "Find opposite side: angle 30°, hyp=10", "work": "sin(30°)=opp/10, opp=10×0.5=5", "answer": "5"}]	[{"mistake": "Using the wrong trig ratio for the given sides", "correction": "SOH CAH TOA: identify which sides you have relative to the angle."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Trigonometric Identities helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	t	\N
487	163	Introduction to Limits	\N	1	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.668341	Understand the concepts and methods of Introduction to Limits.\nSolve problems involving Introduction to Limits accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Introduction to Limits to real-world situations.	This lesson covers important mathematical concepts related to Introduction to Limits. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Introduction to Limits	This lesson covers important mathematical concepts related to Introduction to Limits. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	\N	[{"step": "Apply the concepts from Introduction to Limits", "work": "Identify given information, set up the problem, solve systematically, check your work.", "answer": "Verify by substituting back into the original problem."}]	[{"mistake": "Skipping steps and trying to solve in your head", "correction": "Show every step. This helps you catch errors and earn partial credit."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Introduction to Limits helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
488	163	Evaluating Limits	\N	2	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.669164	Understand the concepts and methods of Evaluating Limits.\nSolve problems involving Evaluating Limits accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Evaluating Limits to real-world situations.	This lesson covers important mathematical concepts related to Evaluating Limits. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Evaluating Limits	This lesson covers important mathematical concepts related to Evaluating Limits. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	\N	[{"step": "Apply the concepts from Evaluating Limits", "work": "Identify given information, set up the problem, solve systematically, check your work.", "answer": "Verify by substituting back into the original problem."}]	[{"mistake": "Skipping steps and trying to solve in your head", "correction": "Show every step. This helps you catch errors and earn partial credit."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Evaluating Limits helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
492	164	Applications of Derivatives	\N	3	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.673071	Understand the concepts and methods of Applications of Derivatives.\nSolve problems involving Applications of Derivatives accurately.\nShow work and explain reasoning step by step.\nIdentify and avoid common mistakes.\nApply Applications of Derivatives to real-world situations.	This lesson covers important mathematical concepts related to Applications of Derivatives. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	[{"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}, {"term": "Variable", "definition": "A letter representing an unknown value."}]	[{"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	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Applications of Derivatives	This lesson covers important mathematical concepts related to Applications of Derivatives. Mathematics builds cumulatively—each new concept relies on understanding previous ones. Approach each problem methodically: identify what is given, determine what to find, choose a strategy, solve step by step, and verify your answer.	\N	[{"step": "Apply the concepts from Applications of Derivatives", "work": "Identify given information, set up the problem, solve systematically, check your work.", "answer": "Verify by substituting back into the original problem."}]	[{"mistake": "Skipping steps and trying to solve in your head", "correction": "Show every step. This helps you catch errors and earn partial credit."}]	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Applications of Derivatives helps you solve real problems — from budgeting money and measuring ingredients to analyzing data and designing structures.	f	\N
506	169	Plate Tectonics	\N	2	https://www.khanacademy.org/science/earth-science	Khan Academy: Earth Science	10-15 min	\N	\N	t	2026-06-23 11:23:04.688304	Explain the key scientific concepts of Plate Tectonics.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Plate Tectonics to real-world applications.	Earth has layers: crust, mantle, outer core, inner core. Plate tectonics: Earth's crust is divided into moving plates. Convergent boundaries create mountains. Divergent boundaries create rifts. Transform boundaries cause earthquakes. The rock cycle: igneous → sedimentary → metamorphic (and back).	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Plate Tectonics	Earth has layers: crust, mantle, outer core, inner core. Plate tectonics: Earth's crust is divided into moving plates. Convergent boundaries create mountains. Divergent boundaries create rifts. Transform boundaries cause earthquakes. The rock cycle: igneous → sedimentary → metamorphic (and back).	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Geologists study Earth's structure to predict earthquakes, find resources, and understand natural hazards.	t	\N
507	169	Geologic Time	\N	3	\N	\N	10-15 min	\N	\N	t	2026-06-23 11:23:04.689228	Explain the key scientific concepts of Geologic Time.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Geologic Time to real-world applications.	This lesson explores scientific concepts related to Geologic Time. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	[{"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	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Geologic Time	This lesson explores scientific concepts related to Geologic Time. Science uses the scientific method: observe → question → hypothesize → experiment → analyze → conclude. Always record observations carefully, control variables, and base conclusions on evidence.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Understanding Geologic Time connects to real-world applications in technology, health, and environmental stewardship.	f	\N
510	170	Marine Ecosystems	\N	3	https://www.khanacademy.org/science/biology	Khan Academy: Biology	10-15 min	\N	\N	t	2026-06-23 11:23:04.692391	Explain the key scientific concepts of Marine Ecosystems.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Marine Ecosystems to real-world applications.	An ecosystem includes all living (biotic) and nonliving (abiotic) factors in an area. Energy flows: producers → primary consumers → secondary consumers → decomposers. Only ~10% of energy transfers between trophic levels. Biomes are large ecosystems defined by climate.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Marine Ecosystems	An ecosystem includes all living (biotic) and nonliving (abiotic) factors in an area. Energy flows: producers → primary consumers → secondary consumers → decomposers. Only ~10% of energy transfers between trophic levels. Biomes are large ecosystems defined by climate.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Ecologists study ecosystems to protect biodiversity, manage resources, and address environmental challenges.	t	\N
512	171	Weather Systems	\N	2	https://www.khanacademy.org/science/earth-science	Khan Academy: Earth Science	10-15 min	\N	\N	t	2026-06-23 11:23:04.694527	Explain the key scientific concepts of Weather Systems.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Weather Systems to real-world applications.	Weather is short-term atmospheric conditions. Climate is long-term averages. The water cycle: evaporation → condensation → precipitation → collection. Cloud types indicate weather: cumulus (fair), stratus (steady rain), cumulonimbus (storms).	\N	[{"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."}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Weather Systems	Weather is short-term atmospheric conditions. Climate is long-term averages. The water cycle: evaporation → condensation → precipitation → collection. Cloud types indicate weather: cumulus (fair), stratus (steady rain), cumulonimbus (storms).	\N	\N	\N	["glass jar", "hot water", "ice", "plate", "food coloring (optional)"]	\N	[{"step": "Create a mini water cycle: pour hot water into a jar, place a plate with ice on top.", "detail": "Observe condensation forming on the plate. Watch droplets fall back into the jar."}]	["Where did you see evaporation?", "Where did condensation occur?", "What represented precipitation?"]	Explain how your model demonstrates the water cycle. How does this compare to what happens in nature?	\N	\N	\N	\N	\N	\N	Meteorologists use water cycle knowledge to predict weather. Climate scientists study long-term patterns.	t	\N
514	172	Stars and Stellar Evolution	\N	1	https://www.khanacademy.org/science/biology	Khan Academy: Biology	10-15 min	\N	\N	t	2026-06-23 11:23:04.69658	Explain the key scientific concepts of Stars and Stellar Evolution.\nUse scientific vocabulary accurately.\nApply the scientific method to investigate questions.\nAnalyze data and draw evidence-based conclusions.\nConnect Stars and Stellar Evolution to real-world applications.	Our solar system has 8 planets orbiting the Sun. Inner planets (Mercury-Mars) are rocky. Outer planets (Jupiter-Neptune) are gas/ice giants. Earth's rotation causes day/night. Its revolution causes years. The 23.5° axial tilt causes seasons. Stars produce energy through nuclear fusion.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Stars and Stellar Evolution	Our solar system has 8 planets orbiting the Sun. Inner planets (Mercury-Mars) are rocky. Outer planets (Jupiter-Neptune) are gas/ice giants. Earth's rotation causes day/night. Its revolution causes years. The 23.5° axial tilt causes seasons. Stars produce energy through nuclear fusion.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	Space science enables satellite communication, GPS navigation, weather forecasting, and exploration.	t	\N
517	173	Globalization	\N	1	https://www.khanacademy.org/humanities/world-history	Khan Academy: World History	10-15 min	\N	\N	t	2026-06-23 11:23:04.699862	Explain key concepts related to Globalization.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Globalization. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Globalization	This lesson examines important social studies concepts related to Globalization. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Globalization. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Globalization develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
518	173	International Organizations	\N	2	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.700777	Explain key concepts related to International Organizations.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to International Organizations. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	International Organizations	This lesson examines important social studies concepts related to International Organizations. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to International Organizations. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying International Organizations develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
522	174	Diplomacy	\N	3	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.704689	Explain key concepts related to Diplomacy.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Diplomacy. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Diplomacy	This lesson examines important social studies concepts related to Diplomacy. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Diplomacy. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Diplomacy develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
524	175	Social Institutions	\N	2	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.706854	Explain key concepts related to Social Institutions.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Social Institutions. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Social Institutions	This lesson examines important social studies concepts related to Social Institutions. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Social Institutions. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Social Institutions develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
526	176	Analyzing News	\N	1	https://www.khanacademy.org/humanities/us-history	Khan Academy: US History	10-15 min	\N	\N	t	2026-06-23 11:23:04.708981	Explain key concepts related to Analyzing News.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	This lesson examines important social studies concepts related to Analyzing News. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Analyzing News	This lesson examines important social studies concepts related to Analyzing News. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	\N	This lesson examines important social studies concepts related to Analyzing News. Social studies encompasses history, geography, government, economics, and culture. Understanding the past helps us make informed decisions about the present and future.	\N	\N	Studying Analyzing News develops critical thinking, civic awareness, and understanding of diverse perspectives.	t	\N
528	176	Civic Engagement	\N	3	https://www.khanacademy.org/humanities/us-government-and-civics	Khan Academy: US Government & Civics	10-15 min	\N	\N	t	2026-06-23 11:23:04.710803	Explain key concepts related to Civic Engagement.\nUse historical vocabulary accurately.\nAnalyze causes, effects, and perspectives.\nSupport claims with evidence from sources.\nConnect historical events to the present day.	The United States Constitution, ratified in 1788, established a federal system with three branches: legislative (Congress makes laws), executive (President enforces laws), and judicial (courts interpret laws). The Bill of Rights (first 10 amendments) protects individual freedoms. Checks and balances prevent any branch from becoming too powerful.	\N	[{"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?"}]	Khan Academy	\N	\N	\N	\N	Grade 12	High School	\N	\N	f	Civic Engagement	The United States Constitution, ratified in 1788, established a federal system with three branches: legislative (Congress makes laws), executive (President enforces laws), and judicial (courts interpret laws). The Bill of Rights (first 10 amendments) protects individual freedoms. Checks and balances prevent any branch from becoming too powerful.	\N	\N	\N	\N	\N	\N	\N	\N	Excerpt: The Preamble to the Constitution	primary_source	"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."	The United States Constitution, ratified in 1788, established a federal system with three branches: legislative (Congress makes laws), executive (President enforces laws), and judicial (courts interpret laws). The Bill of Rights (first 10 amendments) protects individual freedoms. Checks and balances prevent any branch from becoming too powerful.	\N	\N	Understanding government helps citizens participate in democracy through voting, civic engagement, and understanding their rights.	t	\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;
1	361	1	2026-06-24 11:06:12.529819	{"answers":["The passage is mostly about how being kind to a new student makes a difference","A specific event or fact described in the passage","False","They care about doing the right thing and working hard","The most important message in the story is that kindness can help people feel welcome and less alone. Sofia was nervous because she was new and did not know anyone at the school. Liam remembered how he felt on his first day, so he sat with Sofia and helped her make friends. Because of Liam's kindness, Sofia became more comfortable and happy at her new school."],"written_response":"","results":[{"question_id":1,"type":"multiple_choice","student_answer":"The passage is mostly about how being kind to a new student makes a difference","correct_answer":"The passage is mostly about how being kind to a new student makes a difference","is_correct":true},{"question_id":2,"type":"multiple_choice","student_answer":"A specific event or fact described in the passage","correct_answer":"A specific event or fact described in the passage","is_correct":true},{"question_id":3,"type":"true_false","student_answer":"False","correct_answer":"False","is_correct":true},{"question_id":4,"type":"multiple_choice","student_answer":"They care about doing the right thing and working hard","correct_answer":"They care about doing the right thing and working hard","is_correct":true},{"question_id":5,"type":"written_response","student_answer":"The most important message in the story is that kindness can help people feel welcome and less alone. Sofia was nervous because she was new and did not know anyone at the school. Liam remembered how he felt on his first day, so he sat with Sofia and helped her make friends. Because of Liam's kindness, Sofia became more comfortable and happy at her new school.","is_correct":null,"needs_review":true}]}	\N	\N	0.00	graded	f	0	2026-06-24 11:06:12.529819	2026-06-24 11:06:12.529819
2	362	1	2026-06-24 11:54:21.46428	{"answers":["The passage is mostly about how being kind to a new student makes a difference","A specific event or fact described in the passage","False","They care about doing the right thing and working hard","The main lesson in \\"The New Student\\" is that kindness can help people feel welcome and less alone. Liam noticed that Sofia was sitting by herself and remembered how difficult it was when he was new. He chose to be kind and include her, which helped Sofia make friends and feel comfortable at her new school."],"written_response":"","results":[{"question_id":1,"type":"multiple_choice","student_answer":"The passage is mostly about how being kind to a new student makes a difference","correct_answer":"The passage is mostly about how being kind to a new student makes a difference","is_correct":true},{"question_id":2,"type":"multiple_choice","student_answer":"A specific event or fact described in the passage","correct_answer":"A specific event or fact described in the passage","is_correct":true},{"question_id":3,"type":"true_false","student_answer":"False","correct_answer":"False","is_correct":true},{"question_id":4,"type":"multiple_choice","student_answer":"They care about doing the right thing and working hard","correct_answer":"They care about doing the right thing and working hard","is_correct":true},{"question_id":5,"type":"written_response","student_answer":"The main lesson in \\"The New Student\\" is that kindness can help people feel welcome and less alone. Liam noticed that Sofia was sitting by herself and remembered how difficult it was when he was new. He chose to be kind and include her, which helped Sofia make friends and feel comfortable at her new school.","is_correct":null,"needs_review":true}]}	\N	\N	0.00	partially_graded	f	0	2026-06-24 11:54:21.46428	2026-06-24 11:54:21.46428
\.


--
-- 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
177	93	Week 1 Spelling Words	20 spelling words for Week 1.	1	t	2026-06-24 10:31:46.282902
178	93	Week 2 Spelling Words	20 spelling words for Week 2.	2	t	2026-06-24 10:31:46.295288
179	93	Week 3 Spelling Words	20 spelling words for Week 3.	3	t	2026-06-24 10:31:46.3004
180	93	Week 4 Spelling Words	20 spelling words for Week 4.	4	t	2026-06-24 10:31:46.305618
181	93	Week 5 Spelling Words	20 spelling words for Week 5.	5	t	2026-06-24 10:31:46.310812
182	93	Week 6 Spelling Words	20 spelling words for Week 6.	6	t	2026-06-24 10:31:46.315658
183	94	Week 1 Spelling Words	20 spelling words for Week 1.	1	t	2026-06-24 10:31:46.321647
184	94	Week 2 Spelling Words	20 spelling words for Week 2.	2	t	2026-06-24 10:31:46.326996
185	94	Week 3 Spelling Words	20 spelling words for Week 3.	3	t	2026-06-24 10:31:46.3319
186	94	Week 4 Spelling Words	20 spelling words for Week 4.	4	t	2026-06-24 10:31:46.336815
187	94	Week 5 Spelling Words	20 spelling words for Week 5.	5	t	2026-06-24 10:31:46.341535
188	95	Week 1 Spelling Words	20 spelling words for Week 1.	1	t	2026-06-24 10:31:46.347042
189	95	Week 2 Spelling Words	20 spelling words for Week 2.	2	t	2026-06-24 10:31:46.351351
190	95	Week 3 Spelling Words	20 spelling words for Week 3.	3	t	2026-06-24 10:31:46.355517
191	95	Week 4 Spelling Words	20 spelling words for Week 4.	4	t	2026-06-24 10:31:46.360735
192	96	Week 1 Spelling Words	20 spelling words for Week 1.	1	t	2026-06-24 10:31:46.366014
193	96	Week 2 Spelling Words	20 spelling words for Week 2.	2	t	2026-06-24 10:31:46.3705
194	96	Week 3 Spelling Words	20 spelling words for Week 3.	3	t	2026-06-24 10:31:46.375621
195	96	Week 4 Spelling Words	20 spelling words for Week 4.	4	t	2026-06-24 10:31:46.380097
196	97	Week 1 Spelling Words	20 spelling words for Week 1.	1	t	2026-06-24 10:31:46.385129
197	97	Week 2 Spelling Words	20 spelling words for Week 2.	2	t	2026-06-24 10:31:46.389955
198	97	Week 3 Spelling Words	20 spelling words for Week 3.	3	t	2026-06-24 10:31:46.394579
199	98	Week 1 Spelling Words	20 spelling words for Week 1.	1	t	2026-06-24 10:31:46.399778
200	98	Week 2 Spelling Words	20 spelling words for Week 2.	2	t	2026-06-24 10:31:46.403984
201	98	Week 3 Spelling Words	20 spelling words for Week 3.	3	t	2026-06-24 10:31:46.408571
202	99	Week 1 Spelling Words	20 spelling words for Week 1.	1	t	2026-06-24 10:31:46.413569
203	99	Week 2 Spelling Words	20 spelling words for Week 2.	2	t	2026-06-24 10:31:46.417805
204	99	Week 3 Spelling Words	20 spelling words for Week 3.	3	t	2026-06-24 10:31:46.422082
205	100	Week 1 Spelling Words	20 spelling words for Week 1.	1	t	2026-06-24 10:31:46.427579
206	100	Week 2 Spelling Words	20 spelling words for Week 2.	2	t	2026-06-24 10:31:46.431676
207	100	Week 3 Spelling Words	20 spelling words for Week 3.	3	t	2026-06-24 10:31:46.436127
\.



--
-- 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_assignment_student_key; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.grades
    ADD CONSTRAINT grades_assignment_student_key UNIQUE (assignment_id, student_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_assignment_student_key; Type: CONSTRAINT; Schema: public; Owner: postgres
--

ALTER TABLE ONLY public.submissions
    ADD CONSTRAINT submissions_assignment_student_key UNIQUE (assignment_id, student_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;