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https://oercommons.org/courseware/lesson/88094/overview
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Economic Globalization
Overview
Economic Globalization
Over the last fifty years, the world economy has experienced rapid economic growth as the world had become more economically interconnected, especially after the collapse of the Soviet Union in 1991. Advances in information technology have driven economic innovation and spawned many new businesses and industries.
Learning Objectives
Examine the world economy since the 1970s.
Analyze the causes, concepts, and consequences of globalization.
Identify developing global political, social, and technological structures.
Key Terms / Key Concepts
Bretton Woods system: a monetary management system that established the rules for commercial and financial relations among the United States, Canada, Western Europe, Australia, and Japan in the mid-20th century
European Central Bank: consisting of 19 European Union (EU) member states, the central bank for the euro that administers monetary policy of the eurozone
European Council: the institution of the European Union that comprises the heads of state or government of the member states, along with the President of the European Council and the President of the European Commission, charged with defining the EU’s overall political direction and priorities
European Commission: an institution of the European Union responsible for proposing legislation, implementing decisions, upholding the EU treaties, and managing the day-to-day business of the EU
European Economic Community: a regional organization that aimed to bring about economic integration among its member states. It was created by the Treaty of Rome of 1957
immigration: the international movement of people into a destination country where they do not possess citizenship to settle or reside there, especially as permanent residents or naturalized citizens, sometimes to take up employment as migrant workers or temporarily as foreign workers
International trade: the exchange of capital, goods, and services across international borders or territories
Maastricht Treaty: a treaty undertaken to integrate Europe and signed in 1992 by the members of the European Community
modernization theory: a theory used to explain the process of modernization within societies using a model of progressive transition from pre-modern or traditional societies to modern society; a theory that assumes that with assistance, so-called traditional societies can be developed in the same manner as currently developed countries
Schengen Area: an area composed of 26 European states that have officially abolished passport and any other type of border control at their mutual borders, which mostly functions as a single country for international travel purposes with a common visa policy
supranationalism: a type of multinational political union where negotiated power is delegated to an authority by governments of member states
Globalization
Since the end of World War II in 1945, the world has experienced unparalleled economic and population growth. The world's population jumped from 2.5 billion people in 1950 to 7.5 billion people in 2020. The economies of the world have become increasingly integrated into a global economic system, as large corporations such a McDonald's and Walt Disney operate their businesses in multiple countries worldwide. The Consumer Revolution, which began in the United States in the 1920s, has spread around the world, resulting in the creation of a global popular culture based on consumers' demands for various goods (i.e., clothing, music, video games).
In the decades following World War II in the 1950s and 1960s the world economy recovered rapidly from the war's devastation. The strong United States' economy with its vast financial resources provided the capital investment to rebuild the shattered economies of its allies in the Cold War. Unlike Europe, the United States during World War II had not suffered from the destruction of its cities, factories, roads, and railroads. In fact, the United States came out of this war economically stronger since the war had boosted industries and wages due to the demand for war materials. American consumers after the war were eager to spend their rising wages on consumer goods. In the United States and its Cold War allies Keynesian economic theory shaped policy makers' approach to handling the economy in this period, as a result of the Great Depression.
These countries all were “Welfare States”; the state provided a “safety net” for its poorest citizens by providing them with supplementary incomes as well as food, housing, and healthcare. The state also boosted employment and wages through public works projects and support for labor unions. These policies served to ensure that consumers had sufficient incomes to maintain demand in this highly regulated market economy.
the United States also promoted international trade through the International Monetary Fund and World Bank, which served to stabilize currencies and provide funds for capital investments among US allies. The United States had created and funded these organizations at the close of World War II to foster the rebuilding of the world economy (the so-called “Bretton Wood System”).
In this postwar period the US also opposed trade protectionism to lessen trade barriers between nations. For example, the United States Congress in 1962 passed the Trade Expansion Act, which authorized the US president to negotiate tariff agreements between the US and other nations. This act resulted in a series of talks (the Kennedy Round) between 1964 and 1967 among nations in Geneva, Switzerland who were involved in the General Agreement on Tariffs and Trade (GATT) negotiation sessions. These talks resulted in the United States reducing its tariffs by at least 35%. The US, however, didn't require “developing” nations in Asia, Africa, and Latin America to reduce their tariffs. Consequently, these talks boosted exports from these countries to the United States and Western Europe, while these countries could protect their own emerging industries from competition from imports from the United States and Western Europe through high tariffs (“import substitution industrialization”).
The “Eastern Bloc” countries (the Soviet Union and Eastern Europe) at this time also experienced rapid economic growth under a command economy. This period witnessed the mass movement of people in these states from rural areas to work in new state-owned factories. The apparent success of these countries in spurring rapid economic growth was a reason why many Third World countries embraced Soviet Marxist-Leninism.
In the 1970s both the “Eastern Bloc” and the “Free World” (the US and its allies) experienced economic crises as economic growth stalled and commodity prices surged resulting in high inflation. In this period oil prices increased since demand for oil exceeded supply.
In 1960, a number of nations rich in oil resources formed the Organization of Petroleum Exporting Countries (OPEC) as a cartel to regulate world oil supplies. Many members of this cartel were Muslim countries (i.e., Saudi Arabia, Iraq, Libya, Iran); after the Yom Kippur War in 1973, these counties imposed an oil embargo to protest American support for Israel in the war between Israel and Muslim Egypt. Consequently, in the mid-1970s oil prices rose dramatically and resulted in a worldwide recession (economic downturn). In 1979, oil prices spiked again due to the Iranian Revolution, since Iran was a member of OPEC and its revolution posed a threat to the stability of the Persian Gulf countries that provided much of the world's oil supply. High oil prices resulted in rampant inflation worldwide since the world's production and transportation of goods all largely required oil to create energy through its factories, railroads, trucks, and planes. High oil costs, therefore, increased costs for all goods. Since consumers were thus paying higher prices for basic necessities such as gas and groceries, they were less likely to purchase non-essential consumer goods, and demand for these goods therefore declined. This “energy crisis” thus had the effect of slowing and even decreasing economic growth in countries with a market economy.
The Eastern Bloc countries in the 1970s with their command economies also witnessed slowing economic growth in this period in sharp contrast to the rapid industrialization of the previous two decades. By the 1980s the standard of living in the Eastern Bloc countries had become substantially lower than the standards of living in Western Europe, in which countries such as West Germany were flourishing by exporting manufactured goods to consumers, especially in the United States. This disparity between the economies of the Eastern Bloc and Western Europe was a factor in the collapse of the Communist regimes by the end of the 1980s.
In the 1980s the United States under the leadership of President Ronald Reagan and the United Kingdom under Prime Minister Margaret Thatcher rejected Keynesian economic theory and instead embraced the economic theories of the Chicago School of Economics, also known as Neoliberalism. According to this economic theory, “unnecessary” government regulations and high tax rates hindered capital investment, which was the key to economic growth, not Keynes’s consumer demand. Critics of this economic theory viewed it as a return to the failed Laissez-faire policy of the past. Reagan and Thatcher's administrations maintained, however, that this approach to the economy would reinvigorate their countries’ stagnant economies.
In the 1980s the governments of both the United States and the United Kingdom reduced taxes and eliminated government regulations. In the United Kingdom, the Conservative (Tory) government privatized industries that had been previously nationalized by the government under the Socialist Labour Party. The vibrant economic growth of the United States and the United Kingdom in the 1980s convinced even formally Socialist parties, such as the Labour Party and Germany's Social Democratic Party, to embrace some Neoliberal policies in the 1990s, including free trade and the reduction of government regulations.
The world’s economic growth in the 1980s and 1990s was also a result of the dramatic transformation of “Communist” China as the country after 1979 embraced a market economy. The new leader of the Communist Party, Deng Xiaoping began a program of privatizing state run enterprises and allowed American and European companies to build factories in China, as well as employ Chinese labor in exchange for China's access to their technology. Deng Xiaoping maintained that this new policy would modernize the Chinese economy and improve the standard of living for the Chinese people. In the decades that followed, millions of Chinese citizens migrated to the cities to work in these new factories to produce goods so as to export primarily to the United States and Europe. Incomes in China for workers did steadily increase along with the emergence of a prosperous Chinese middle class. American and European companies with factories in China generated huge profits since the cost of labor was so much lower in China than in the United States and Europe. By the second decade of the 21st century, China had emerged as the second largest economy in the world, after the United States.
The adoption of Neoliberal policies by countries around the world has been quite controversial. Countries adopting these policies have often reduced taxes without necessarily reducing government spending, resulting in large amounts of government debt. Consequently, in the 1990s many countries in Latin America (i.e., Mexico) and Asia (i.e., Indonesia) declared bankruptcy and relied on loans from the IMF to stay afloat. The US supported IMF has imposed “austerity measures” as the price of receiving these loans, which required these countries to slash government spending as a way to balance their governments' budgets.
Critics of these austerity programs have pointed out that millions of people have lost their government jobs, as well as food, housing, and healthcare, as a result of the budget measures that governments have had to take after accepting IMF loans. Ironically, the United States’ government debt has also skyrocketed since the 1980s, but investors in the United States and around the world have continued to finance this tremendous debt by purchasing US government bonds, which is a way to avoid the austerity measures imposed on other nations.
The elimination of government regulations based on Neoliberal economic theory has also reportedly played a role in a series of spectacular, worldwide stock market collapses in and around 1990, 2000, and 2008. Critics of Neoliberalism have pointed out that the absence of proper government regulation of stock markets fueled risky speculation that resulted in these financial disasters. These critics have also pointed out that Neoliberal policies have resulted in rising inequality. Since the 1980s incomes across the world have risen substantially, but so has the percentage of wealth owned by a very small percentage of the world’s population (the so-called “one percent”). Lower tax rates on high income earners have enabled the very wealthy to accumulate more of the world’s total wealth.
The European Union
The political and economic integration of Western Europe since World War II, as well as much of Eastern Europe after the Cold War, has stimulated worldwide economic growth and globalization. The European Coal and Steel Community (ECSC) was born from the desire to prevent future European conflicts following the devastation of World War II. The European Coal and Steel Community (ECSC) was an international organization unifying certain continental European countries after World War II; it was formally established in 1951 by the Treaty of Paris, signed by Belgium, France, West Germany, Italy, the Netherlands, and Luxembourg. The ECSC was the first international organization based on the principles of supranationalism and would ultimately pave the way for the European Union.
The ECSC was first proposed by French foreign minister Robert Schuman on May 9, 1950. His declared aim was to make future wars among the European nations unthinkable due to higher levels of regional integration, with the ECSC as the first step towards that integration. The treaty would create a common market for coal and steel among its member states, which served to neutralize competition between European nations over natural resources used for wartime mobilization, particularly in the Ruhr. The Schuman Declaration that created the ECSC had distinct aims: It would mark the birth of a united Europe, make war between member states impossible, encourage world peace, and transform Europe incrementally, which would lead to the democratic unification of two political blocks separated by the Iron Curtain. Its aims also included creating the world’s first supranational institution, the world’s first international anti-cartel agency, and a common market across the Community. Its first aim was to revitalize the entire European economy by similar community processes, starting with the coal and steel sector. It would then improve the world economy, as well as the economies of developing countries, such as those in Africa.
In West Germany, Schuman kept close contact with the new generation of democratic politicians. Karl Arnold, the Minister President of North Rhine-Westphalia, the province that included the coal and steel producing Ruhr, was initially spokesman for German foreign affairs. He gave several speeches and broadcasts on a supranational coal and steel community at the same time as Schuman began to propose the Community in 1948 and 1949.
The Social Democratic Party of Germany, despite support from unions and other socialists in Europe, decided it would oppose the Schuman plan. This party claimed that a focus on integration would override the party’s prime objective of German reunification and thus empower ultra-nationalist and Communist movements in democratic countries. The party also thought the ECSC would end any hopes of nationalizing the steel industry and encourage the growth of cartel activity throughout a newly conservative-leaning Europe. Younger members of the party like Carlo Schmid were, however, in favor of the Community and pointed to the long tradition of socialist support for a supranational movement.
In France, Schuman gained strong political and intellectual support from all sectors, including many non-communist parties. Former French president, Charles de Gaulle, then out of power, had been an early supporter of linking European economies on French terms and spoke in 1945 of a “European confederation” that would exploit the resources of the Ruhr. However, he opposed the ECSC, deriding it as an unsatisfactory approach to European unity. He also considered the French government’s approach to integration too weak and feared the ECSC would be hijacked by other nation’s concerns. De Gaulle felt that the ECSC had insufficient supranational authority because the Assembly was not ratified by a European referendum, and he did not accept Raymond Aron’s contention that the ECSC was intended as a movement away from U.S. domination. Consequently, de Gaulle and his followers in the Rally of the French People (RPF) voted against ratification in the lower house of the French Parliament.
Despite these reservations and attacks from the extreme left, the ECSC found substantial public support. It gained strong majority votes in all 11 chambers of the parliaments of the six member states, as well as approval among associations and European public opinion. The 100-article Treaty of Paris, which established the ECSC, was signed on April 18, 1951, by “the inner six”: France, West Germany, Italy, Belgium, the Netherlands, and Luxembourg. On August 11, 1952, the United States was the first non-ECSC member to recognize the Community and stated it would now deal with the ECSC on coal and steel matters, establishing its delegation in Brussels.
First Institutions
The ECSC was run by four institutions: a High Authority composed of independent appointees, a Common Assembly composed of national parliamentarians, a Special Council composed of national ministers, and a Court of Justice. These would ultimately form the blueprint for today’s European Commission, European Parliament, the Council of the European Union, and the European Court of Justice.
The High Authority (now the European Commission) was the first-ever supranational body that served as the Community’s executive. The President was elected by the eight other members. The nine members were appointed by member states (two for the larger three states, one for the smaller three), but they were meant to represent the common interest rather than their own states’ concerns. The governments of the member states were represented by the Council of Ministers, the presidency of which rotated between each state every three months in alphabetical order. The task of this body was to harmonize the work of national governments with the acts of the High Authority and issue opinions on the work of the Authority when needed.
The Common Assembly, now the European Parliament, was composed of 78 representatives. The Assembly exercised supervisory powers over the executive. The representatives were to be national members of Parliament (MPs) elected by their Parliaments to the Assembly, or they were to be directly elected. The Assembly was intended as a democratic counterweight and check to the High Authority. It had formal powers to sack the High Authority following investigations of abuse.
The European Economic Community
The European Economic Community blossomed following the successful establishment of the European Coal and Steel Community, mainly from further regional integration. The European Economic Community (EEC) was a regional organization that aimed to integrate its member states economically. It was created by the Treaty of Rome of 1957. Upon the formation of the European Union (EU) in 1993, the EEC was incorporated and renamed as the European Community (EC). In 2009, the EC’s institutions were absorbed into the EU’s wider framework and the community ceased to exist.
After the establishment of the ECSC in 1951, two additional communities were proposed: a European Defense Community and a European Political Community. Both of these were meant to further regional integration. While the new treaty for the political community was drawn up by the Common Assembly, the ECSC parliamentary chamber, the proposed defense community under the proposed treaty was rejected by the French Parliament. ECSC President Jean Monnet, a leading figure behind the communities, resigned from the High Authority in protest and began work on alternative communities based on economic integration rather than political integration.
After the Messina Conference in 1955, Paul Henri Spaak was given the task of preparing a report on the idea of a customs union. Together with the Ohlin Report, the so-called Spaak Report would provide the basis for the Treaty of Rome. In 1956, Spaak led the Intergovernmental Conference on the Common Market and Euratom at the Val Duchesse castle. The conference led to the signature on March 25, 1957, of the Treaty of Rome, establishing a European Economic Community.
Creation and Early Years
The Treaty of Rome created new communities, the European Economic Community (EEC) and the European Atomic Energy Community (EURATOM, or sometimes EAEC). The EEC created a customs union, while EURATOM promoted cooperation in the sphere of nuclear power.
One of the first important accomplishments of the EEC was the establishment in 1962 of common price levels for agricultural products. In 1968, internal tariffs between member nations were removed on certain products. These accomplishments occurred despites some initial opposition. The formation of these communities had been met with protest due to a fear that state sovereignty would be infringed. Another crisis was triggered in regards to proposals for the financing of the Common Agricultural Policy (CAP), which came into force in 1962. The previous period whereby decisions were made by unanimity had come to an end, and majority voting in the Council had taken effect. Then French President Charles de Gaulle’s opposition to supranationalism and fear of the other members challenging the CAP led to an empty-chair policy in 1965 in which French representatives were withdrawn from the European institutions until the French veto was reinstated. Eventually, the Luxembourg Compromise of January 29, 1966, instituted a gentlemen’s agreement permitting members to use a veto on issues of national interest.
On July 1, 1967, the Merger Treaty came into force, combining the institutions of the ECSC and EURATOM into that of the EEC. Collectively, they were known as the European Communities. The Communities still included independent personalities, although they were increasingly integrated. Future treaties granted the Community new powers beyond simple economic matters, edging closer to the goal of political integration and a peaceful, united Europe.
Enlargement and Elections
The 1960s saw the first attempts at enlargement of participants. In 1961, Denmark, Ireland, Norway, and the United Kingdom applied to join the three Communities. However, President Charles de Gaulle saw British membership as a Trojan horse for US influence and vetoed membership, and the applications of all four countries were suspended. The four countries resubmitted their applications on May 11, 1967, and with Georges Pompidou succeeding Charles de Gaulle as French president in 1969, the veto was lifted. Negotiations began in 1970 under the pro-European government of UK Prime Minister Sir Edward Heath, who had to deal with disagreements relating to the CAP and the UK’s relationship with the Commonwealth of Nations. Nevertheless, two years later the accession treaties were signed, and Denmark, Ireland, and the UK joined the Community effective January 1, 1973. The Norwegian people finally rejected membership in a referendum on September 25, 1972.
The Treaties of Rome stated that the European Parliament must be directly elected; however, this required the Council to agree on a common voting system first. The Council procrastinated on the issue and the Parliament remained appointed. Charles de Gaulle was particularly active in blocking the development of the Parliament, with it only being granted budgetary powers following his resignation. Parliament pressured for agreement and on September 20, 1976, the Council agreed part of the necessary instruments for election, deferring details on electoral systems that remain varied to this day. In June 1979, during the tenure of President Roy Jenkins, European Parliamentary elections were held. The new Parliament, galvanized by a direct election and new powers, started working full-time and became more active than previous assemblies.
Maastricht Treaty
Towards Maastricht
The EEC continued to expand its membership in the 1980s. Greece applied to join the Community on June 12, 1975, following the restoration of its democracy, after a brief period of military dictatorship (1967-1974). Greece joined the Community effective January 1, 1981. Similarly, and after their own democratic restorations, Spain and Portugal applied to the communities in 1977 and both effectively joined on January 1, 1986. In 1987, Turkey formally applied to join the Community and began the longest application process for any country. With the prospect of further enlargement and a desire to increase areas of cooperation, the Single European Act was signed by foreign ministers in February 1986. This single document dealt with the reform of institutions, extension of powers, foreign policy cooperation, and the single European market. It came into force on July 1, 1987. The act was followed by work on what would become the Maastricht Treaty, which was agreed to on December 10, 1991, signed the following year, and came into force on November 1, 1993, establishing the European Union.
Establishment of the European Union
The European Union was formally established with the Maastricht Treaty, whose main architects were Helmut Kohl, the German chancellor (prime minister) and French president, François Mitterrand. The treaty established the three pillars of the European Union:
- the European Communities pillar—the European Community (EC), the ECSC, and the EURATOM, which handled economic, social, and economic policies;
- the Common Foreign and Security Policy (CFSP) pillar, which handled foreign policy and military matters;
- and the Justice and Home Affairs (JHA) pillar, which coordinated member states’ efforts in the fight against crime.
All three pillars were the extensions of existing policy structures. The European Community pillar was a continuation of the EEC. Additionally, coordination in foreign policy had taken place since the 1970s under the European Political Cooperation (EPC), first written into treaties by the Single European Act. While the JHA extended cooperation in law enforcement, criminal justice, asylum, and immigration, as well as judicial cooperation in civil matters; some of these areas were already subject to intergovernmental cooperation under the Schengen Implementation Convention of 1990.
The creation of the pillar system was the result of the desire by many member states to extend the EEC to the areas of foreign policy, military, criminal justice, and judicial cooperation. This desire was met with misgivings by some member states, most notably the United Kingdom, who thought some areas were too critical to their sovereignty to be managed by a supranational mechanism. The agreed compromise was that instead of completely renaming the European Economic Community as the European Union, the treaty would establish a legally separate European Union comprising the European Economic Community and entities overseeing intergovernmental policy areas such as foreign policy, military, criminal justice, and judicial cooperation. The structure greatly limited the powers of the European Commission, the European Parliament, and the European Court of Justice.
The European Union (EU) thus would emerge as a politico-economic union of 28 member states located primarily in Europe. The EU has developed an internal single market through a standardized system of laws that apply in all member states. EU policies aim to ensure the free movement of people, goods, services, and capital within the internal market, enact legislation in justice and home affairs, and maintain common policies on trade, agriculture, fisheries, and regional development. Within the Schengen Area, passport controls have been abolished.
The EU operates through a hybrid system of supranational and intergovernmental decision-making. The seven principal decision-making bodies—known as the institutions of the European Union—are the European Council, the Council of the European Union, the European Parliament, the European Commission, the Court of Justice of the European Union, the European Central Bank, and the European Court of Auditors.
Move to the Euro
The eurozone is a monetary union of 19 of the 28 European Union member states that have adopted the euro as their common currency and sole legal tender to coordinate their economic policies and cooperation. A first attempt to create an economic and monetary union between the members of the European Economic Community (EEC) goes back to an initiative by the European Commission in 1969. The initiative proclaimed the need for “greater coordination of economic policies and monetary cooperation” and was introduced at a meeting of the European Council. The European Council tasked Pierre Werner, Prime Minister of Luxembourg, with finding a way to reduce currency exchange rate volatility. His report was published in 1970 and recommended centralization of the national macroeconomic policies, but he did not propose a single currency or central bank.
In 1971, U.S. President Richard Nixon removed the gold backing from the U.S. dollar, causing a collapse in the Bretton Woods system that affected all the world’s major currencies. The widespread currency floats and devaluations caused a set back for European monetary union aspirations. However, in 1979, the European Monetary System (EMS) was created, fixing exchange rates onto the European Currency Unit (ECU), an accounting currency introduced to stabilize exchange rates and counter inflation. In 1989, European leaders reached agreement on a currency union with the 1992 Maastricht Treaty. The treaty included the goal of creating a single currency by 1999, although without the participation of the United Kingdom. However, gaining approval for the treaty was a challenge. Germany was cautious about giving up its stable currency, France approved the treaty by a narrow margin, and Denmark refused to ratify until they got an opt-out from the planned monetary union (similar to that of the United Kingdom’s).
In 1994, the European Monetary Institute, the forerunner to the European Central Bank, was created. After much disagreement, in 1995 the name euro was adopted for the new currency (replacing the name ecu used for the previous accounting currency) and it was agreed that it would be launched on January 1, 1999.
In 1998, 11 initial countries were selected to participate in the initial launch. To adopt the new currency, member states had to meet strict criteria, including a budget deficit of less than 3% of their GDP, a debt ratio of less than 60% of GDP, low inflation, and interest rates close to the EU average. Greece failed to meet the criteria and was excluded from joining the monetary union in 1999. The UK and Denmark received the opt-outs, while Sweden joined the EU in 1995 after the Maastricht Treaty, which was too late to join the initial group of member-states.
In 1998, the European Central Bank succeeded the European Monetary Institute. The conversion rates between the 11 participating national currencies and the euro were then established.
Launch of the Eurozone
The currency was introduced in non-physical form (traveler’s checks, electronic transfers, banking, etc.) at midnight on January 1, 1999, when the national currencies of participating countries (the eurozone) ceased to exist independently in that their exchange rates were locked at fixed rates against each other, effectively making them mere non-decimal subdivisions of the euro. The notes and coins for the old currencies continued to be used as legal tender until new notes and coins were introduced on January 1, 2002. Beginning January 1, 1999, all bonds and other forms of government debt by eurozone states were denominated in euros.
In 2000, Denmark held a referendum on whether to abandon their opt-out from the euro. The referendum resulted in a decision to retain the Danish krone; this set back plans for a referendum in the UK as a result.
Greece joined the eurozone on January 1, 2001, one year before the physical euro coins and notes replaced the old national currencies in the eurozone.
The enlargement of the eurozone is an ongoing process within the EU. All member states, except Denmark and the United Kingdom which negotiated opt-outs from the provisions, were obliged to adopt the euro as their sole currency once they meet the criteria.
Following the EU enlargement by 10 new members in 2004, seven countries joined the eurozone: Slovenia (2007), Cyprus (2008), Malta (2008), Slovakia (2009), Estonia (2011), Latvia (2014), and Lithuania (2015). Seven remaining states remained on the enlargement agenda: Bulgaria, Croatia, Czech Republic, Hungary, Poland, Romania, and Sweden. Sweden, which joined the EU in 1995, turned down euro adoption in a 2003 referendum. Since then, the country has intentionally avoided fulfilling the adoption requirements.
Several European microstates outside the EU have adopted the euro as their currency. For the EU to sanction this adoption, a monetary agreement must be concluded. Prior to the launch of the euro, agreements were reached with Monaco, San Marino, and Vatican City by EU member states (Italy in the case of San Marino and Vatican City and France in the case of Monaco) allowing them to use the euro and mint a limited amount of euro coins (but not banknotes). All these states previously had monetary agreements to use yielded eurozone currencies. A similar agreement was negotiated with Andorra and came into force in 2012. Outside the EU, there are currently three French territories and a British territory that have agreements to use the euro as their currency. All other dependent territories of eurozone member states that have opted not to be a part of EU, usually with Overseas Country and Territory (OCT) status, use local currencies, often pegged to the euro or U.S. dollar.
Montenegro and Kosovo (non-EU members) have also used the euro since its launch, as they previously used the German mark rather than the Yugoslav dinar. Unlike the states above, however, they do not have a formal agreement with the EU to use the euro as their currency (unilateral use) and have never minted marks or euros. Instead, they depend on bills and coins already in circulation.
Technological and Social Change
Since the end of the World War II, advances in technology have also spurred global economic growth.
In the 1950s and 1960s the television was the technology device that most impacted the world economy. An American inventor, Philo Farnsworth fashioned together the first experimental TV in 1927, and the commercial manufacture of televisions began in the 1940s. By 1960, over 60 million TVs were sold in the United States alone. Radio networks such CBS and NBC established television stations, which featured variety shows and sporting events, as well as dramas and comedies. These networks financed these productions by selling commercial slots to companies who wanted to advertise their products to television audiences. Television thus enabled companies to promote and sell their products to a larger national and even international market. Television shows and advertising inspired consumers to purchase goods and spurred a consumer driven economy. For example, the 1956 appearance of Elvis Presley on The Ed Sullivan Show prompted millions of love-struck teenage girls to purchase the records of this musician and increased the profits of the recording industry.
The development of a network of satellites in space allowed events to be broadcast on television worldwide. The Soviet Union launched the first satellite, Sputnik into space in 1957. In the 1950s and 1960s during the Cold War, the Soviet Union and the United States engaged in a “space race,” a competition to explore outer space. One of the results of this Cold War competition was the development of the commercial use of space satellites to broadcast events around the world. Ironically the first live television broadcast using satellites was a performance of the song All You Need is Love by the musical group, the Beatles in 1967. Beginning in the 1980s consumers could access numerous television channels through electronic cables as well as through satellites.
The computer is another electronic device that has impacted the world economy especially since the 1980s. Computers had their origins in efforts to create electronic counting devices (i.e., cash registers) to expedite mathematical calculations. International Business Machines (IBM) in the 1920s emerged as a leader in this industry in the United States. John Maunchly and J. Presper Eckert invented the first computer in 1951 at the University of Pennsylvania. In the 1960s IBM emerged as the world's leading manufacturer of computers, which were large and bulky and owned by large businesses and governments. In 1977 Steve Jobs and Steve Wozniak unveiled the first Apple personal computer in the United States. Over the next several decades, personal computers (PCs) steadily increased their ability to store information and their speed in transmitting this information. PCs also became less bulky and expensive.
By 2007 consumers could transmit and receive information through a PC via the World Wide Web (the internet) or through a phone. The World Wide Web was invented by the English computer scientist Timothy John Berners-Lee in 1989. And in 2007 Steve Jobs introduced the first “smartphone” that combined the functions of a PC and a phone and could fit into a person's pocket or purse: the Apple iPhone.
The development of PCs and the World Wide Web has created a whole new industry, which is centered at “Silicon Valley” near San Francisco in the United States. This new industry has resulted in the creation of a host of new businesses and jobs.
Computers have also improved efficiency and productivity in the world economy since they facilitate the transmission of information. Some historians have maintained that computers have inaugurated a new “Information Age,” which will transform the world economy. Since the advent of the PC, much of the world has experienced unparalleled, extended periods of uninterrupted economic growth (1983 – 1990, 1991 – 2000, 2001 – 2007). Robotics and Artificial Intelligence (AI)—off-shoots of computer advancements—could impact society and the economy to the same extent as the introduction of the steam engine and the factory system in 18th century Europe. Since the computers are a relatively new development in human history, its historical impact is still unclear and to be determined over time.
World Trade Organization
Recent decades have also witnessed increased efforts around the world to expand and regulate international trade. The World Trade Organization (WTO) is an intergovernmental organization that regulates international trade. The WTO officially commenced on January 1, 1995, under the Marrakesh Agreement signed by 123 nations on April 15, 1994, replacing the General Agreement on Tariffs and Trade (GATT), which commenced in 1948.
The WTO deals with regulation of trade between participating countries by providing a framework for negotiating trade agreements and a dispute resolution process aimed at enforcing participants’ adherence to WTO agreements, which are signed by representatives of member governments and ratified by their legislatures. Most of the issues that the WTO focuses on derive from previous trade negotiations, especially from the Uruguay Round (1986 – 1994).
The WTO has attempted to complete negotiations on the Doha Development Round, which was launched in 2001 to lower trade barriers around the world with an explicit focus on facilitating the spread of global trade benefits to developing countries. There is conflict between developed countries—who desire free trade on industrial goods and services but retention of protectionism on farm subsidies for the agricultural sector—and developing countries—who desire fair trade on agricultural products. This impasse has made it impossible to launch new WTO negotiations beyond the Doha Development Round. As a result, there have been an increasing number of bilateral free trade agreements between governments. Adoption of the Bali Ministerial Declaration, which for the first time successfully addressed bureaucratic barriers to commerce, passed on December 7, 2013, advancing a small part of the Doha Round agenda.
Regional Integration
Another aspect of economic globalization involves regional integration, which is a process by which neighboring states enter into agreements to upgrade cooperation through common institutions and rules. The objectives of the agreement could range from economic to political to environmental, although it has typically taken the form of a political economy initiative where commercial interests are the focus for achieving broader sociopolitical and security objectives as defined by national governments. Regionalism contrasts with regionalization, which is, according to the New Regionalism Approach, the expression of increased commercial and human transactions in a defined geographical region. Regionalism refers to an intentional political process, typically led by governments with similar goals and values in pursuit of the overall development within a region. Regionalization, however, is simply the natural tendency to form regions, or the process of forming regions, due to similarities between states in a given geographical space
Regional integration has been organized either via supranational institutional structures, intergovernmental decision-making, or a combination of both.
Past efforts at regional integration have often focused on removing barriers to free trade within regions, increasing the free movement of people, labor, goods, and capital across national borders, reducing the possibility of regional armed conflict (for example, through confidence- and security-building measures), and adopting cohesive regional stances on policy issues, such as the environment, climate change, and immigration.
Since the 1980s, globalization has changed the international economic environment for regionalism. The renewed academic interest in regionalism, the emergence of new regional formations, and international trade agreements like the North American Free Trade Agreement (NAFTA) and the development of a European Union demonstrate the upgraded importance of regional political cooperation and economic competitiveness. In 1994, the United States, Canada, and Mexico signed NAFTA to lower or eliminate tariffs and create a large free trade zone incorporating the North American continent. The African Union was launched on July 9, 2002, and a proposal for a North American region was made in 2005 by the Council on Foreign Relations’ Independent Task Force on the Future of North America. In Latin America, however, the proposal to extend NAFTA into a Free Trade Area of the Americas that would stretch from Alaska to Argentina was ultimately rejected by nations such as Venezuela, Ecuador, and Bolivia. It has been superseded by the Union of South American Nations (UNASUR), which was constituted in 2008.
The Developing World
Although developing countries’ economies have tended to demonstrate higher growth rates than those of developed countries, they tend to lag behind in terms of social welfare targets.
Economic development originated as a global concern in the post-World War II period of reconstruction. In President Harry Truman’s 1949 presidential inaugural speech, the development of undeveloped areas was characterized as a priority for the West. The origins of this priority can be attributed to the need for reconstruction in the immediate aftermath of World War II, the legacy of colonialism in the context of the establishment of a number of free trade policies and a rapidly globalizing world, and the start of the Cold War with the desire of the U.S. and its allies to prevent satellite states from drifting towards communism. Changes in the developed world’s approach to international development were further necessitated by the gradual collapse of Western Europe’s empires over the following decades because newly independent ex-colonies no longer received support in return for their subordinate role to an imperial power.
The launch of the Marshall Plan was an important step in setting the agenda for international development, which was combining humanitarian goals with the creation of a political and economic bloc in Europe allied to the U.S. This agenda was given conceptual support during the 1950s in the form of modernization theory as espoused by Walt Rostow and other American economists.
By the late 1960s, dependency theory arose, analyzing the evolving relationship between the West and the Third World. Dependency theorists argue that poor countries have sometimes experienced economic growth with little or no economic development initiatives, such as in cases where they have functioned mainly as resource-providers to wealthy industrialized countries. As such, international development at its core has been geared towards colonies that gained independence with the understanding that newly independent states should be constructed so that the inhabitants enjoy freedom from poverty, hunger, and insecurity.
In the 1970s and early 1980s, the modernists at the World Bank and IMF adopted the neoliberal ideas of economists such as Milton Friedman or Bela Balassa. They implemented structural adjustment programs, while their opponents promoted various bottom-up approaches ranging from civil disobedience and critical consciousness to appropriate technology and participatory rural appraisal.
By the 1990s, some writers and academics felt an impasse had been reached within development theory, with some imagining a post-development era. The Cold War had ended, capitalism had become the dominant mode of social organization, and UN statistics showed that living standards around the world had improved significantly over the previous 40 years. Nevertheless, a large portion of the world’s population was still living in poverty, their governments were crippled by debt, and concerns about the environmental impact of globalization were rising. In response to the impasse, the rhetoric of development has since focused on the issue of poverty, with the concept of modernization replaced by shorter term visions embodied by the Millennium Development Goals and the Human Development approach, which measures human development in capabilities achieved. At the same time, some development agencies are exploring opportunities for public-private partnerships and promoting the idea of corporate social responsibility with the apparent aim of integrating international development with the process of economic globalization.
Critics have suggested that such integration has always been part of the underlying agenda of development. They argue that poverty can be equated with powerlessness, and that the way to overcome poverty is through emancipatory social movements and civil society, not paternalistic aid programs or corporate charity. This approach is embraced by organizations such as the Gamelan Council, which seeks to empower entrepreneurs through micro-finance initiatives, for example.
While some critics have been debating the end of development, however, others have predicted a development revival as part of the War on Terrorism. To date, however, there is limited evidence to support the notion that aid budgets are being used to counter Islamic fundamentalism in the same way that they were used 40 years ago to counter communism.
Attributions
Title Image
https://commons.wikimedia.org/wiki/File:McDonald%27s_in_Indianapolis_-_Everett_01.jpg
Valerie Everett, CC BY-SA 2.0 <https://creativecommons.org/licenses/by-sa/2.0>, via Wikimedia Commons
Adapted from:
https://courses.lumenlearning.com/boundless-worldhistory/chapter/european-unification/
https://creativecommons.org/licenses/by-sa/4.0/
https://courses.lumenlearning.com/boundless-worldhistory/chapter/europe-in-the-21st-century/
https://creativecommons.org/licenses/by-sa/4.0/
https://courses.lumenlearning.com/boundless-worldhistory/chapter/globalization/
https://creativecommons.org/licenses/by-sa/4.0/
https://courses.lumenlearning.com/boundless-worldhistory/chapter/global-concerns/
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oercommons
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2025-03-18T00:35:09.842233
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Neil Greenwood
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88094/overview",
"title": "Statewide Dual Credit World History, The Catastrophe of the Modern Era: 1919-Present CE, Chapter 16: Globalization, Economic Globalization",
"author": "Anna McCollum"
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https://oercommons.org/courseware/lesson/87987/overview
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Culture in the 20’s
Overview
Culture in the 20's
The economy of the United States boomed in the decade following World War I. The development of a consumer driven economy in the United States changed American culture dramatically, as well as cultures across the world, even those of Germany and Japan.
Learning Objectives
- Explain how the social, political, and military costs of World War I fostered geographic and demographic shifts around the world.
- Assess the impact of the development of a consumer driven economy on culture.
Key Terms / Key Concepts
Consumer Revolution: an economic shift that took off in the United States in the 1920s in which consumer spending drives economic growth (The causes of this consumer revolution were rising incomes among the urban working class and innovations in technology.)
hyperinflation: occurs when a country experiences very high and usually accelerating rates of inflation, rapidly eroding the real value of the local currency and causing the population to minimize their holdings of local money by switching to relatively stable foreign currencies; the general price level within an economy increases rapidly as the official currency loses real value
The Counsumer Revolution
In the decade of the 1920s the world recovered from the devastation of the Great War and enjoyed a period of economic growth due largely to the unparalleled economic expansion in the United States as a result of the Consumer Revolution. The United States was the first nation in the world where consumer spending was driving economic growth. Americans were purchasing a host of new consumer products (i.e., cars, radios. refrigerators, cigarette lighters) in record numbers. Mass demand for these goods boosted production at factories and created a massive number of new jobs.
The causes of this consumer revolution were rising incomes among the urban working class and innovations in technology. Since the late 19th century, wages for workers had steadily increased, as the economy expanded. World War I accelerated wage increases due to labor shortages during this war. As the wealth and size of the working class expanded, so did their ability to purchase consumer goods.
During this period manufacturers also embraced new technology that allowed them to produce more goods and sell them to consumers in mass at prices that they could afford. For example, Henry Ford of the Ford Motor Company in 1908 sold the first Model T automobile, which was the first car that people other than the very wealthy could afford. In 1913, Ford introduced the moving assembly line into his factories to expand production and lower costs. Ford was then able to lower the price of his cars, so that more Americans could buy them. Between 1920 and 1929 the number of cars in the United States jumped from 8 million to 23 million. Ford Motor Company and its primary competitor, General Motors, were both headquartered in the city of Detroit, which became known as the "Motor City."
Another booming business in this period was the radio industry. The Italian inventor, Guglielmo Marconi invented the first radio in 1897. In 1919 the General Electric Company founded the Radio Corporation of America (RCA) to manufacture and sell radios to the public. In 1920, the first radio station began broadcasting in Detroit. By 1922 the number of radio stations in the United States had jumped to 522. In 1926 RCA created the first national network of radio stations: the National Broadcasting Company (NBC). The very next year, a rival radio network emerged: the Columbia Broadcasting Company (CBS). Radio stations paid for their programs, which included broadcasting music, sporting events, and dramas, by selling advertising to businesses that wanted to exploit this new medium to sell their consumer products. For example, the founder of CBS, William Paley (1901 – 1990) saw radio as a new way to advertise the cigars manufactured by his family business.
The wealth generated by this economic boom enabled American banks to invest overseas and promote an economic recovery. In the 1920s, New York City with its Wall Street banks replaced London as the world's financial center. After World War I, American investors feared that the economic collapse of Germany would prevent Germany from paying its reparations to France and the United Kingdom, which in turn would prevent British and French banks from paying off the loans that they had received from American banks during World War I. In 1924, after urging France to withdraw from the Ruhr Valley, the Vice-President of the United States, Charles Dawes—an eminent Wall Street banker—proposed that France and the United Kingdom negotiate with Germany to set up a way for Germany to pay its reparations without bankrupting Germany. Under the Dawes Plan, Germany slowly paid off its war reparations in series of fixed payments. At this time Wall Street banks also begin investing heavily in German banks. This influx of capital into Germany from the United States ended hyperinflation in Germany and allowed the German economy to recover and grow again. Germany's economic recovery and the flow of reparation payments to France and the United Kingdom from Germany enabled the economies of these countries to expand as well.
Culture of Consumption
“Change is in the very air Americans breathe, and consumer changes are the very bricks out of which we are building our new kind of civilization,” announced marketing expert and home economist Christine Frederick in her influential 1929 monograph, Selling Mrs. Consumer. The book, which was based on one of the earliest surveys of American buying habits, advised manufacturers and advertisers on how to capture the purchasing power of women, who, according to Frederick, accounted for 90 percent of household expenditures. Aside from granting advertisers insight into the psychology of the “average” consumer, Frederick’s text captured the tremendous social and economic transformations that had been wrought over the course of her lifetime.
Indeed, the America of Frederick’s birth looked very different from the one she confronted in 1929. The consumer change she studied had resulted from the industrial expansion of the late nineteenth and early twentieth centuries. With the discovery of new energy sources and manufacturing technologies, industrial output flooded the market with a range of consumer products such as ready-to-wear clothing, convenience foods, and home appliances. By the end of the nineteenth century, output had risen so dramatically that many contemporaries feared supply had outpaced demand and that the nation would soon face the devastating financial consequences of overproduction. American businessmen attempted to avoid this catastrophe by developing new merchandising and marketing strategies that transformed distribution and stimulated a new culture of consumer desire.
The department store stood at the center of this early consumer revolution. By the 1880s, several large dry-goods houses blossomed into modern retail department stores. These emporiums concentrated a broad array of goods under a single roof, allowing customers to purchase shirtwaists and gloves alongside toy trains and washbasins. To attract customers, department stores relied on more than variety. They also employed innovations in service (such as access to restaurants, writing rooms, and babysitting) and spectacle (such as elaborately decorated store windows, fashion shows, and interior merchandise displays). Marshall Field & Co. was among the most successful of these ventures. Located on State Street in Chicago, the company pioneered many of these strategies, including establishing a tearoom that provided refreshment to the well-heeled female shoppers who composed the store’s clientele. Reflecting on the success of Field’s marketing techniques, Thomas W. Goodspeed, an early trustee of the University of Chicago, wrote, “Perhaps the most notable of Mr. Field’s innovations was that he made a store in which it was a joy to buy.” The joy of buying infected a growing number of Americans in the early twentieth century as the rise of mail-order catalogs, mass-circulation magazines, and national branding further stoked consumer desire.
The automobile industry also fostered the new culture of consumption by promoting the use of credit. By 1927, more than 60 percent of American automobiles were sold on credit, and installment purchasing was made available for nearly every other large consumer purchase. Spurred by access to easy credit, consumer expenditures for household appliances, for example, grew by more than 120 percent between 1919 and 1929. Henry Ford’s assembly line, which advanced production strategies practiced within countless industries, brought automobiles within the reach of middle-income Americans and further drove the spirit of consumerism. By 1925, Ford’s factories were turning out a Model-T every ten seconds. Americans owned more cars than Great Britain, Germany, France, and Italy combined. In the late 1920s, 80 percent of the world’s cars drove on American roads.
Culture of Escape
As transformative as steam and iron had been in the previous century, gasoline and electricity—embodied most dramatically for many Americans in automobiles, film, and radio—propelled not only consumption but also the famed popular culture in the 1920s. Edgar Burroughs, author of the Tarzan series, claimed “We wish to escape [. . .] the restrictions of manmade laws, and the inhibitions that society has placed upon us.” Burroughs authored a new Tarzan story nearly every year from 1914 until 1939. “We would each like to be Tarzan,” he said. “At least I would; I admit it.” Like many Americans in the 1920s, Burroughs sought to challenge and escape the constraints of a society that seemed more industrialized with each passing day.
Just like Burroughs, Americans escaped with great speed. The public wrapped itself in popular culture, whether through the automobile, Hollywood’s latest films, jazz records produced on Tin Pan Alley, or the hours spent listening to radio broadcasts of Jack Dempsey’s prizefights. One observer estimated that Americans belted out the silly musical hit “Yes, We Have No Bananas” more than “The Star Spangled Banner” and all the hymns in all the hymnals combined.
As the automobile became more popular and more reliable, more people traveled more frequently and attempted greater distances. Women increasingly drove themselves to their own activities, as well as those of their children. Vacationing Americans sped to Florida to escape northern winters. In order to serve and capture the growing number of drivers, Americans erected gas stations, diners, motels, and billboards along the roadside. Automobiles themselves became objects of entertainment: nearly one hundred thousand people gathered to watch drivers compete for the $50,000 prize of the Indianapolis 500.
Meanwhile, the United States dominated the global film industry. By 1930, as moviemaking became more expensive, a handful of film companies took control of the industry. Immigrants, mostly of Jewish heritage from central and Eastern Europe, originally “invented Hollywood” because most turn-of-the-century middle- and upper-class Americans viewed cinema as lower-class entertainment. After their parents emigrated from Poland in 1876, Harry, Albert, Sam, and Jack Warner (who were, according to family lore, given the name when an Ellis Island official could not understand their surname) founded Warner Bros. In 1918, Universal, Paramount, Columbia, and Metro-Goldwyn-Mayer (MGM) were all founded by or led by Jewish executives. Aware of their social status as outsiders, these immigrants (or sons of immigrants) purposefully produced films that portrayed American values of opportunity, democracy, and freedom. Americans fell in love with the movies. Whether it was the surroundings, the sound, or the production budgets, weekly movie attendance skyrocketed from sixteen million in 1912 to forty million in the early 1920s.
Not content with distributing thirty-minute films in nickelodeons, film moguls produced longer, higher-quality films and showed them in palatial theaters that attracted those who had previously shunned the film industry. But as filmmakers captured the middle and upper classes, they maintained working-class moviegoers by blending traditional and modern values. Cecil B. DeMille’s 1923 epic The Ten Commandments depicted wild revelry, for instance, while still managing to celebrate a biblical story.
Moguls and entrepreneurs soon constructed picture palaces. Samuel Rothafel’s Roxy Theater in New York held more than six thousand patrons who could be escorted by a uniformed usher past gardens and statues to their cushioned seat. In order to show The Jazz Singer (1927), the first movie with synchronized words and pictures, the Warners spent half a million to equip two theaters. While some asserted that sound was a passing fancy, Warner Bros.’ assets, which increased from just $5,000,000 in 1925 to $230,000,000 in 1930, tell a different story.
Hungarian immigrant William Fox, founder of Fox Film Corporation, declared that “the motion picture is a distinctly American institution” because “the rich rub elbows with the poor” in movie theaters. With no seating restriction, the one-price admission was accessible for nearly all white Americans—as African Americans were either excluded or segregated.
han 60 percent of moviegoers, packing theaters to see Mary Pickford, nicknamed “America’s Sweetheart,” who was earning one million dollars a year by 1920 through a combination of film and endorsements contracts. Pickford and other female stars popularized the “flapper,” a woman who favored short skirts, makeup, and cigarettes.
As Americans went to the movies more and more, at home they had the radio. Italian scientist Guglielmo Marconi transmitted the first transatlantic wireless (radio) message in 1901, but radios in the home did not become available until around 1920, when they boomed across the country. Around half of American homes contained a radio by 1930. Radio stations brought entertainment directly into the living room through the sale of advertisements and sponsorships, from The Maxwell House Hour to the Lucky Strike Orchestra. Soap companies sponsored daytime dramas so frequently that an entire genre—“soap operas”—was born, providing housewives with audio adventures that stood in stark contrast to common chores. Though radio stations were often under the control of corporations like the National Broadcasting Company (NBC) or the Columbia Broadcasting System (CBS), radio programs were less constrained by traditional boundaries in order to capture as wide an audience as possible, spreading popular culture on a national level.
Radio exposed Americans to a broad array of music. Jazz, a uniquely American musical style popularized by the African-American community in New Orleans, spread primarily through radio stations and records. The New York Times had ridiculed jazz as “savage” because of its racial heritage, but the music represented cultural independence to others. As Harlem-based musician William Dixon put it, “It did seem, to a little boy, that . . . white people really owned everything. But that wasn’t entirely true. They didn’t own the music that I played.” The fast-paced and spontaneity-laced tunes invited the listener to dance along. “When a good orchestra plays a ‘rag,’” dance instructor Vernon Castle recalled, “one has simply got to move.” Jazz became a national sensation, played and heard by both white and Black Americans. Jewish Lithuanian-born singer Al Jolson—whose biography inspired The Jazz Singer and who played the film’s titular character—became the most popular singer in America.
The 1920s also witnessed the maturation of professional sports. Play-by-play radio broadcasts of major collegiate and professional sporting events marked a new era for sports, despite the institutionalization of racial segregation in most. Suddenly, Jack Dempsey’s left crosses and right uppercuts could almost be felt in homes across the United States. Dempsey, who held the heavyweight championship for most of the decade, drew million-dollar gates and inaugurated “Dempseymania” in newspapers across the country. Red Grange, who carried the football with a similar recklessness, helped popularize professional football, which was then in the shadow of the college game. Grange left the University of Illinois before graduating to join the Chicago Bears in 1925. “There had never been such evidence of public interest since our professional league began,” recalled Bears owner George Halas of Grange’s arrival.
Perhaps no sports figure left a bigger mark than did Babe Ruth. Born George Herman Ruth, the “Sultan of Swat” grew up in an orphanage in Baltimore’s slums. Ruth’s emergence onto the national scene was much needed, as the baseball world had been rocked by the so-called Black Sox Scandal in which eight players allegedly agreed to throw the 1919 World Series. Ruth hit fifty-four home runs in 1920, which was more than any other team combined. Baseball writers called Ruth a superman, and more Americans could recognize Ruth than they could then-president Warren G. Harding.
After an era of destruction and doubt brought about by World War I, Americans craved heroes who seemed to defy convention and break boundaries. Dempsey, Grange, and Ruth dominated their respective sports, but only Charles Lindbergh conquered the sky. On May 21, 1927, Lindbergh concluded the first ever nonstop solo flight from New York to Paris. Armed with only a few sandwiches, some bottles of water, paper maps, and a flashlight, Lindbergh successfully navigated over the Atlantic Ocean in thirty-three hours. Some historians have dubbed Lindbergh the “hero of the decade,” not only for his transatlantic journey but because he helped to restore the faith of many Americans in individual effort and technological advancement. In a world so recently devastated by machine guns, submarines, and chemical weapons, Lindbergh’s flight demonstrated that technology could inspire and accomplish great things. Outlook Magazine called Lindbergh “the heir of all that we like to think is best in America.”
The decade’s popular culture seemed to revolve around escape. Coney Island in New York marked new amusements for young and old. Americans drove their sedans to massive theaters to enjoy major motion pictures. Radio towers broadcasted the bold new sound of jazz, the adventures of soap operas, and the feats of amazing athletes. Dempsey and Grange seemed bigger, stronger, and faster than any who dared to challenge them. Babe Ruth smashed home runs out of ball parks across the country. And Lindbergh escaped the earth’s gravity and crossed an entire ocean. Neither Dempsey nor Ruth nor Lindbergh made Americans forget the horrors of World War I and the chaos that followed, but they made it seem as if the future would be that much brighter.
The New Woman
The rising emphasis on spending and accumulation nurtured a national ethos of materialism and individual pleasure. These impulses were embodied in the figure of the flapper, whose bobbed hair, short skirts, makeup, cigarettes, and carefree spirit captured the attention of American novelists such as F. Scott Fitzgerald and Sinclair Lewis. Rejecting the old Victorian values of desexualized modesty and self-restraint, young “flappers” seized opportunities for the public coed pleasures offered by new commercial leisure institutions, such as dance halls, cabarets, and nickelodeons, not to mention the illicit blind tigers and speakeasies spawned by Prohibition. In this way, young American women had helped usher in a new morality that permitted women greater independence, freedom of movement, and access to the delights of urban living. In the words of psychologist G. Stanley Hall, “She was out to see the world and, incidentally, be seen of it.” Such sentiments were repeated in an oft-cited advertisement in a 1930 edition of the Chicago Tribune: “Today’s woman gets what she wants. The vote. Slim sheaths of silk to replace voluminous petticoats. Glassware in sapphire blue or glowing amber. The right to a career. Soap to match her bathroom’s color scheme.”
As with so much else in the 1920s, however, sex and gender were in many ways a study in contradictions. It was the decade of the “New Woman,” and one in which only 10 percent of married women—although nearly half of unmarried women—worked outside the home. It was a decade in which new technologies decreased time requirements for household chores, and one in which standards of cleanliness and order in the home rose to often impossible standards. It was a decade in which women finally could exercise their right to vote, and one in which the often thinly bound women’s coalitions that had won that victory splintered into various causes. Finally, it was a decade in which images such as the “flapper” gave women new modes of representing femininity, and one in which such representations were often inaccessible to women of certain races, ages, and socioeconomic classes.
Women undoubtedly gained much in the 1920s. There was a profound and keenly felt cultural shift that, for many women, meant increased opportunity to work outside the home. The number of professional women, for example, significantly rose in the decade. But limits still existed, even for professional women. Occupations such as law and medicine remained overwhelmingly male, and most female professionals were in professions in which women traditionally held many of the positions, such as teaching school children and nursing. And even within these fields, it was difficult for women to rise to leadership positions.
A woman’s race, class, ethnicity, and marital status all had an impact on both the likelihood that she worked outside the home and the types of opportunities that were available to her. While there were exceptions, for many minority women, work outside the home was not a cultural statement but rather a financial necessity (or both), and physically demanding, low-paying domestic service work continued to be the most common job type. Young, working-class white women were joining the workforce more frequently, too, but often in order to help support their struggling mothers and fathers and often in low-paying jobs.
For young, middle-class, white women—those most likely to fit the image of the carefree flapper—the most common workplace was the office. These predominantly single women increasingly became clerks, jobs that had been primarily male earlier in the century. But here, too, there was a clear ceiling.
While entry-level clerk jobs became increasingly held by women, jobs at a higher, more lucrative level remained dominated by men. Further, rather than changing the culture of the workplace, the entrance of women into lower-level jobs primarily changed the coding of the jobs themselves. Such positions simply became “women’s work.”
Finally, as these middle-class white women grew older and married, social changes became even subtler. Married women were, for the most part, expected to remain in the domestic sphere as homemakers. And while new patterns of consumption gave them more power and, arguably, more autonomy, new household technologies and philosophies of marriage and child-rearing increased expectations, further tying these women to the home.
Of course, the number of women in the workplace cannot exclusively measure changes in sex and gender norms. Attitudes towards sex, for example, continued to change in the 1920s, a process that had begun decades before. This, too, had significantly different impacts on different social groups. But for many women—particularly young, college-educated white women—an attempt to rebel against what they saw as a repressive Victorian notion of sexuality led to an increase in premarital sexual activity.
Meanwhile, especially in urban centers such as New York, the gay community flourished. While gay males had to contend with the increased policing of their daily lives, especially later in the decade, they generally lived more openly in such cities than they would be able to for many decades following World War II. At the same time, for many lesbians in the decade, the increased sexualization of women brought new scrutiny to same-sex female relationships previously dismissed as harmless friendships.
Ultimately, the most enduring symbol of the changing notions of gender in the 1920s remains the flapper. And indeed, that image was a “new” available representation of womanhood in the 1920s. But it is just that: a representation of womanhood of the 1920s. There were many women in the decade of differing races, classes, ethnicities, and experiences, just as there were many men with different experiences. For some women, the 1920s were a time of reorganization, new representations, and new opportunities. For many, it was a decade of confusion, contradiction, new pressures, and struggles new and old.
Germany and Japan in the 1920s
The United States in the 1920s cast a large shadow across Europe and east Asia and exerted a strong cultural influence. Even Germany and Japan in this decade experimented with democracy and enjoyed friendly relations with the United States. In both countries, however, democracy died in the following decade in the wake of the Great Depression.
Japan declared war on Germany on August 23, 1914 and immediately sought to expand its sphere of influence in China and the Pacific. It succeeded to some extent, taking over a number of German colonial holdings in the region. However, although Japan belonged to the victors of World War I, the Japanese were excluded from the prestigious club of world powers and were instead grouped with smaller, less influential countries.
In 1919, Japan proposed a clause on racial equality to be included in the League of Nations Covenant at the Paris Peace Conference. The clause was rejected by several Western countries and was not forwarded for larger discussion at the full meeting of the conference. In the coming years, the rejection was an important factor in turning Japan away from cooperation with the West and towards nationalistic policies.
All these events released a surge of Japanese nationalism and resulted in the end of collaboration diplomacy, which supported peaceful economic expansion. The implementation of a military dictatorship and territorial expansionism were considered the best ways to protect the Yamato-damashii, or what Japanese saw as their spiritual and cultural values.
Japan and Democracy
In the 1920s, Japan witnessed a development of democratic trends, including the introduction of universal male suffrage in 1925. This period of expanding democracy coincided with the decade of the 1920s when Japan and the United States enjoyed strong economic ties, as the United States was one of Japan’s primary markets for its manufactured goods. However, pressure from the conservative right forced the passage of the Peace Preservation Law of 1925, along with other anti-radical legislation. The Act curtailed individual freedom in Japan and outlawed groups that sought to alter the system of government or to abolish private ownership. The extreme leftist movements that had been galvanized by the Russian Revolution were subsequently crushed and scattered. Historians consider these developments to be critical to the end of democratic changes in Japan.
In response to post-World War I disarmament efforts, a movement opposing the idea of limiting the size of Japanese military grew within the junior officer corps. On May 15, 1932, the naval officers, aided by Army cadets and right-wing civilians, staged a coup that aimed to overthrow the government and to replace it with military rule (known as the May 15th Incident). Prime Minister Inukai Tsuyoshi was assassinated by 11 young naval officers. The following trial and popular support of the Japanese population led to extremely light sentences for the assassins, strengthening the rising power of Japanese militarism and weakening democracy and the rule of law in Japan.
The Weimar Republic
Weimar Republic is an unofficial historical designation for the German state between 1919 and 1933. The name derives from the city of Weimar, where its constitutional assembly first took place. The official name of the state was still Deutsches Reich; it had remained unchanged since 1871. In English the country was usually known simply as Germany.
In its 14 years, the Weimar Republic faced numerous problems, including hyperinflation, political extremism (with paramilitaries – both left- and right-wing); and contentious relationships with the victors of the First World War. The people of Germany blamed the Weimar Republic rather than their wartime leaders for the country’s defeat and for the humiliating terms of the Treaty of Versailles. However, the Weimar Republic government successfully reformed the currency, unified tax policies, and organized the railway system.
A national assembly was convened in Weimar, where a new constitution for the Deutsches Reich was written and adopted on August 11, 1919. Weimar Germany eliminated most of the requirements of the Treaty of Versailles; it never completely met its disarmament requirements and eventually paid only a small portion of the war reparations (by twice restructuring its debt through the Dawes Plan and the Young Plan). Under the Locarno Treaties, Germany accepted the western borders of the republic, but continued to dispute the Eastern border.
Challenges and Reasons for Failure
The reasons for the Weimar Republic’s collapse are the subject of continuing debate. It may have been doomed from the beginning since even moderates disliked it and extremists on both the left and right loathed it, a situation referred to by some historians, such as Igor Primoratz, as a “democracy without democrats.”
Germany had limited democratic traditions, and Weimar democracy was widely seen as chaotic. Weimar politicians had been blamed for Germany’s defeat in World War I through a widely believed theory called the “Stab-in-the-back myth,” which contended that Germany’s surrender in World War I had been the unnecessary act of traitors, and thus the popular legitimacy of the government was on shaky ground. As normal parliamentary lawmaking broke down and was replaced around 1930 by a series of emergency decrees, the decreasing popular legitimacy of the government further drove voters to extremist parties.
The Republic in its early years was already under attack from both left- and right-wing sources. The extreme left accused the ruling Social Democrats of betraying the ideals of the workers’ movement by preventing a communist revolution, and they sought to overthrow the Republic and do so themselves. Various right-wing sources opposed any democratic system, preferring an authoritarian, autocratic state like the 1871 Empire. To further undermine the Republic’s credibility, some right-wingers (especially certain members of the former officer corps) also blamed an alleged conspiracy of Socialists and Jews for Germany’s defeat in World War I.
The Weimar Republic had some of the most serious economic problems ever experienced by any Western democracy in history. Rampant hyperinflation, massive unemployment, and a large drop in living standards were primary factors. By fall 1922, Germany found itself unable to make reparations payments since the price of gold was now well beyond what it could afford. Also, the German currency, the mark was by now practically worthless, making it impossible for Germany to buy foreign exchange or gold using paper marks. In the first half of 1922, the mark stabilized at about 320 marks per dollar. Instead, reparations were to be paid in goods such as coal. In January 1923, French and Belgian troops occupied the Ruhr, the industrial region of Germany in the Ruhr Valley, to ensure reparations payments. Inflation was exacerbated when workers in the Ruhr went on a general strike and the German government printed more money to continue paying for their passive resistance. By November 1923, the US dollar was worth 4,2 trillion German marks. In 1919, one loaf of bread cost 1 mark; by 1923, the same loaf of bread cost 100 billion marks.
From 1923 to 1929, there was a short period of economic recovery. An infusion of capital from Wall Street banks in the United States helped the German economy to rebuild in this period. The Liberal Social Democratic Party remained the largest party in Germany in this era of economic prosperity. However, the Great Depression of the 1930s led to a worldwide recession. Germany was particularly affected because it depended so heavily on American loans. In 1926, about 2 million Germans were unemployed, which rose to around 6 million in 1932. Many blamed the Weimar Republic. That was made apparent when political parties on both right and left wanting to disband the Republic altogether made any democratic majority in Parliament impossible.
The reparations damaged Germany’s economy by discouraging market loans, which forced the Weimar government to finance its deficit by printing more currency, causing rampant hyperinflation. In addition, the rapid disintegration of Germany in 1919 by the return of a disillusioned army, the rapid change from possible victory in 1918 to defeat in 1919, and the political chaos may have caused a psychological imprint on Germans that could lead to extreme nationalism, later epitomized and exploited by Hitler. It is also widely believed that the 1919 constitution had several weaknesses, making the eventual establishment of a dictatorship likely, but it is unknown whether a different constitution could have prevented the rise of the Nazi Party.
Attributions
Title Image
https://commons.wikimedia.org/wiki/File:JudgeMagazine2Jan1926.webp
Judge Magazine, Public domain, via Wikimedia Commons
Adapted from:
http://www.americanyawp.com/text/22-the-twenties/
https://creativecommons.org/licenses/by-sa/4.0/
https://oer2go.org/mods/en-boundless/creativecommons.org/licenses/by-sa/4.0/index.html
https://courses.lumenlearning.com/boundless-worldhistory/chapter/rebuilding-europe/
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oercommons
|
2025-03-18T00:35:09.900762
|
Neil Greenwood
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87987/overview",
"title": "Statewide Dual Credit World History, The Catastrophe of the Modern Era: 1919-Present CE, Chapter 13: Post WWI, Culture in the 20’s",
"author": "Anna McCollum"
}
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https://oercommons.org/courseware/lesson/67002/overview
|
Electromagnatic Induction
Overview
This Resourse explains the phenomenon of 'Electromagnetin Induction' in a simple manner which is useful for the high school level students.
Introduction
Electromagnetic Induction (EMI) is the phenomenon in which emf is induced in a coil (or conductor) due to change in magnetic flux linked with the coil. This phenomenon of Electromagnetic Induction was discovered by Michael faraday in 1831. To understand this phenomenon, we must know about magnetic flux.
Magnetic Flux (Φ)
Total number of magnetic lines of force passing normally through the given area is called as magnetic flux over that area.
In fig.1 , Circular coin having area 'A' is placed in the magnetic field of induction 'B' and 'n' is the area normal vector which shows the direction which is normal to the given area. As magnetic field component Bcosθ is passing normally thorugh the unit area of the coil, magnetic flux for the coil having area 'A' will be
Φm = BAcosθ
If the cirular coil has 'N' number of turns
then Φm = NBAcosθ
Faraday's Laws of Electromagnetic Induction
In this experiment, Faraday used one coil with its ends connected to the sensitve ammeter and one magnet pointing towards the coil.
Faraday observed that,
- when magnet is stationary with respect to the coil, no deflection is observed in an ammeter.
- when magnet is moved towards or away from the coil, ammeter gives deflection.
- If motion of the magnet is faster, deflection oberved in an ammmeter is greater.
From these observations, Faraday conclude that, motion of magnet towards or away from the coil causes change in magnetic flux linked withe coil and due to change in magnetic flux linked with the coil emf is induced and current is produced in the coil.
Faraday's 1st Law of EMI
Whenever there is change in magnetic flux linked with the coil, EMF is induced in the coil.
Faraday's 2nd Law of EMI
The magnitude of induced emf |e| in a coil is directly proportional to the rate of change of magnetic flux ( dΦ /dt ) linked with the coil.
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oercommons
|
2025-03-18T00:35:09.921275
|
05/19/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67002/overview",
"title": "Electromagnatic Induction",
"author": "Satyajit Kamble"
}
|
https://oercommons.org/courseware/lesson/56707/overview
|
3.3 Macromolecule (Protein) video
3.3 Macromolecule (Protein) video
3.3 Macromolecules Protein structure and function) lecture video.The lecture corresponds with Openstax Biology 2e Chapter 3 Macromolecules.
This video lecture discusses protein amino acids, structure, function and 4 levels of the organization. The lecture corresponds with Openstax Biology 2e Chapter 3 Macromolecules.
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oercommons
|
2025-03-18T00:35:09.934771
|
08/06/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/56707/overview",
"title": "3.3 Macromolecule (Protein) video",
"author": "Urbi Ghosh"
}
|
https://oercommons.org/courseware/lesson/56706/overview
|
3.2 Macromolecules 3.2 Macromolecules (lipids and fat) video 3.2 Macromolecules (Lipids) video The learning objectives of this video are;3.2 Macromolecules (Lipids)
3.2 Macromolecules (lipids and fat) video 3.2 Macromolecules (Lipids) video The learning objectives of this video are;3.2 Macromolecules (Lipids)
3.2 Macromolecules (Lipids) video The learning objectives of this video are;3.2 Macromolecules (Lipids)
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oercommons
|
2025-03-18T00:35:09.958347
|
08/06/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/56706/overview",
"title": "3.2 Macromolecules",
"author": "Urbi Ghosh"
}
|
https://oercommons.org/courseware/lesson/56700/overview
|
2.3 Chemical Foundations of Life 2,3 Chemical Foundations of Life 2.3 Chemical Foundations of Life 2.3 Chemical Foundations of Life (periodic table, Bohr Model)
2,3 Chemical Foundations of Life 2.3 Chemical Foundations of Life 2.3 Chemical Foundations of Life (periodic table, Bohr Model)
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oercommons
|
2025-03-18T00:35:09.981501
|
08/05/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/56700/overview",
"title": "2.3 Chemical Foundations of Life",
"author": "Urbi Ghosh"
}
|
https://oercommons.org/courseware/lesson/85352/overview
|
final pretty view labelled
final stick view labelled
Flat Sticks
References
sequence
Tunnel
Wildtype
Y298C
MC1R Protein in Humans with Y298C Mutation
Overview
This contains visual material for the MC1R protein in humans, as well as visual material on the Y298C mutation in Spirit Bears.
This contains pictures, PyMOL renderings, Inkscape files, and useable content for the MC1R protein. The images show the locations of the suggested ligand binding sites, three mutations in humans that are associated with red hair (R151C, R160W, D294H), and the zoomed in version of the Y298C mutation found in Spirit bears (Ursus americanus kermodei).
There are two PyMOL renderings, one flat for ease of pointing out specific parts of the protein, one circular for a more realistic version of how the protein is shaped. Both have red residues that are the suggested ligand binding sites. The structure of the protein was based off of the following resource (Public Library of Science, 2015).
The wildtype photo is the wildtype compared to the Y298C mutation.
The Inkscape files have two versions of the same images in each. They are fully labelled with extra information.
Lastly I have added the sequence with the structure details, and also a list of references I used to make this material.
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oercommons
|
2025-03-18T00:35:10.005675
|
Paige Skrypnek
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85352/overview",
"title": "MC1R Protein in Humans with Y298C Mutation",
"author": "Diagram/Illustration"
}
|
https://oercommons.org/courseware/lesson/9380/overview
|
Avoiding Faculty Burnout With Self-Care
Overview
This workshop targets full time and part time faculty, in order to teach self-care skills that aim to reduce stress and reduce the potential for burnout.
This workshop will teach specific strategies that faculty members can use to increase wellness, maintain well-being, and retain a sense of emotional health. These strategies can also be used in the classroom to enhance student well-being. Faculty members who experience emotional rejuvenation can bring a renewed sense of energy into the classroom, in turn providing students with an enhanced educational experience.
Participants in this course will read material from websites, view video clips, participate in online discussion boards, and develop a self-care plan.
Participants in this workshop will be able to:
· Identify and describe the importance of faculty well-being;
· Describe the link between teacher health and student benefit;
· Describe well-being and various definitions of health;
· Discuss the key elements of well-being from these highly regarded authors on the topic:
o Martin Seligman - Flourish
o Dan Beuttner - The Blue Zones
· Identify the warning signs of burnout
· Identify strategies for staying fresh on the job
· Understand the concept of nurturing/caring for the various aspects of the educator’s whole person
· Develop a personal care plan to address the seven selves, according to the whole person model
Over a five week period, participants will spend 2 hours per week reading materials, participating in online discussions, and completing a self-care/wellness plan.
Week 1
In Week One we look at the elements of health and well-being, as well as factors that contribute to burnout.
Week 1
· Reading
o What is health?
§ World Health Organization definition – “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.”
§ What is Health? What does Good Health Mean? http://www.medicalnewstoday.com/articles/150999.php
o What is well-being? There are various perspectives on the components of wellness.
§ The six dimensions of wellness
· http://www.nationalwellness.org/?page=Six_Dimensions
· http://c.ymcdn.com/sites/www.nationalwellness.org/resource/resmgr/docs/sixdimensionsfactsheet.pdf
§ The seven dimensions of wellness
· https://und.edu/health-wellness/7dimensions/
§ The eight dimensions of wellness - http://www.samhsa.gov/wellness-initiative/eight-dimensions-wellness
§ SAMHSA’s Wellness Initiative definition:
· –Purpose in life
· –Active involvement in satisfying work and play
· –Joyful relationships
· –A healthy body and living environment
· –Happiness
o All faculty members are susceptible to burnout. According to Inside Higher Ed, there are “high stress levels for those who work in higher education.” Additionally, the stress can result in “a state characterized by "the depletion of emotional reserves (emotional exhaustion), an increasingly cynical and negative approach towards others (depersonalization) and a growing feeling of work-related dissatisfaction." https://www.insidehighered.com/news/2011/04/14/research_analyzes_burnout_of_faculty_members_all_over_the_world
o An energized and dedicated faculty is integral to the success of any institution, as well as the success of the statewide community college system as a whole. When faculty members are drained, students are not able to reap the full benefits of higher education. Maryellen Weimer, PhD, notes that “Like physical health and well-being, others can’t take the actions that will make and keep us instructionally healthy. It’s something we do for ourselves and it may involve making behavior changes. Some of us need to learn how to say no. All of us need to know what keeps us fresh, what sustains and strengthens our commitments to teaching and to students. All of us need to recognize the importance of emotional rejuvenation and make emotional sustenance a priority.” http://www.facultyfocus.com/articles/teaching-professor-blog/when-teaching-grows-tired-a-wake-up-call-for-faculty
· Discussion Questions
o What do you see as the key symptoms of burnout? What symptoms of burnout have you observed in yourself and/or other faculty members?
o Read the articles Why Academics Suffer Burnout (including the comments) and When Teaching Grows Tired: A Wake-up Call for Faculty, and share a response. What are your thoughts on “tired teaching”?
o After reviewing the information on health and well-being, what are your thoughts on the key elements of maintaining both health and well-being?
o Complete a Personal SWOT Analysis - https://www.mindtools.com/pages/article/newTMC_05_1.htm Share your thoughts on completing this task and any insights it may have provided.
Week 2
In week 2 we look at the concepts from the book Flouish by Martin Seligman
Week 2
· Reading
o The elements of well-being from Flourish by Martin Seligman (PERMA model)
· Positive Emotion
· Engagement
· Relationships
· Meaning
· Accomplishment/Achievement
§ https://www.mindtools.com/pages/article/perma.htm
§ https://positivepsychologyprogram.com/perma-model/
§ https://experiencelife.com/article/flourish/
o The concept of “Flow” by Mihaly Csikszentmihalyi
§ http://www.pursuit-of-happiness.org/history-of-happiness/mihaly-csikszentmihalyi/
· Video
o Science behind well-being and PERMA https://www.youtube.com/watch?v=e0LbwEVnfJA (View minutes 2- 22)
· Discussion Questions
o What are your thoughts on PERMA and Flow? Describe a time when you have experienced Flow yourself.
o Complete the Brief Strengths Test to find your five highest strengths. https://www.authentichappiness.sas.upenn.edu/ How can you use these strengths at work?
o How do you think public policy can influence well-being? How do you think academic institutions can influence well-being? How do you think educators can influence well-being in the classroom?
Week 3
This week we look at concepts from the book Blue Zones by Dan Buettner.
Week 3
· Reading
o Blue Zones – Explore https://www.bluezones.com/ including:
§ About Blue zones – https://www.bluezones.com/2014/03/blue-zones-history/
§ The Power 9 - https://www.bluezones.com/live-longer/#power-9-reverse-engineering-longevity
§ Blue Zone areas - https://www.bluezones.com/about-blue-zones/explorations/
§ National Geographic article - https://bluezones.com/wp-content/uploads/2015/01/Nat_Geo_LongevityF.pdf
§ Blue Zones Project - https://www.bluezones.com/services/cities/
§ Six evidence based ways to make your life happier - https://www.bluezones.com/be-happier/
o Blue Zones Power 9 – https://www.bluezonesproject.com/power9
o 4 Habits the World’s Happiest People Have in Common http://news.health.com/2016/03/18/4-habits-the-worlds-happiest-people-have-in-common/
· View
o Dan Buettner – How to Live to be 100 - https://www.bluezones.com/speaking/
· Discussion Questions
o What are your impressions of the Blue Zones? What would be appealing to you about living in one of these areas? What stands out to you the most from the Power 9?
o Select any one question from this study guide and share both the question and your response. https://www.bluezones.com/wp-content/uploads/2012/04/ThriveStudyGuide.pdf
o Complete the:
§ True Happiness Test - https://apps.bluezones.com/happiness/?_ga=1.244369805.960279756.1467337097 What were your thoughts on this exercise?
§ Vitality Compass - https://apps.bluezones.com/vitality/?_ga=1.109628429.960279756.1467337097 Was there anything in your outcome that surprised you? What suggestion was most meaningful to you?
Week 4
This week we look at aspects of holistic health.
Week 4
· Reading
o Stress management
§ http://www.integration.samhsa.gov/health-wellness/wellness-strategies/stress-management
o Relaxation Response - http://www.relaxationresponse.org/steps/
o Whole Person Wellness - http://hdcs.fullerton.edu/csa/WholePerson/about.htm
o Holistic health
§ http://ahha.org/selfhelp-articles/holistic-health/
§ http://ahha.org/wp-content/uploads/Ahhastep.htm
§ https://draxe.com/traditional-chinese-medicine
§ https://draxe.com/ayurvedic-medicine
o Breathing, Meditation, Gratitude, Mindfulness
§ http://www.drweil.com/drw/u/ART00521/three-breathing-exercises.html
§ http://www.chopra.com/ccl/why-meditate
§ http://www.chopra.com/ccl/how-meditation-helps-your-immune-system-do-its-job
§ http://marc.ucla.edu/body.cfm?id=22
§ http://www.happify.com/hd/the-science-behind-gratitude/
§ http://greatergood.berkeley.edu/topic/mindfulness/definition
· Discussion Questions
o Find a website on alternative (Non-western) health practices, such as Ayurveda, doshas, Chinese medicine, chakras, aromatherapy/essential oils, health benefits of yoga, meditation, or similar topic. Share the website and something you learned. Is there anything you would consider putting into practice?
o Have you ever tried meditation? Why or why not?
o Nutrition and exercise are important components of wellness. What steps do you take to incorporate healthy eating and exercise into your daily routine? Do you follow, or aim to follow, a particular strategy/practice in your diet (vegetarian, vegan, gluten free, Paleo, raw foods, etc.)?
o Select a gratitude exercise from one of the following options. Which one seems most doable/ achievable to you? Express gratitude to someone in your life. Share something about that experience.
§ http://mashable.com/2015/04/14/gratitude-exercises/#5.ZlkfgTkkqw
§ https://daringtolivefully.com/gratitude-exercises
§ https://positivepsychologyprogram.com/gratitude-exercises/
Week 5
This week we look at ways to stay motivated and develop a self care plan to avoid burnout.
Week 5
· Reading
o 10 Ways to Stay Motivated When Negativity is All Around http://www.huffingtonpost.com/stacia-pierce/10-ways-to-stay-motivated_b_4941277.html
o How to Keep Yourself Motivated When You’re Not Feeling It http://tinybuddha.com/blog/how-to-keep-yourself-motivated-when-youre-not-feeling-it/
o Three bricklayers
§ http://joshallan.com/2011/10/17/a-tale-of-three-bricklayers/
§ http://www.storlietelling.com/2013/08/14/bricks-walls-cathedrals-a-story-bite-to-lead-with-vision/
o Avoiding Burnout - https://www.mindtools.com/pages/article/avoiding-burnout.htm
· Discussion Questions
o Please share a quote, saying, or poem that is meaningful to you and/or describes you. Place a copy where you can see it daily. If you are comfortable doing so, please share why you selected it.
o How can you incorporate well being and self-care strategies in the classroom?
o Complete a self-care plan using one of the dimensions of wellness models from Week 1, by identifying a few strategies for each dimension. Please share a few items from the plan. What resources are available to help you achieve these wellness goals? What barriers exist? How do you plan to overcome these barriers?
o What is something you learned in this class that you hope to use/incorporate in the future? What strategies will you use for staying fresh/ motivated on the job?
|
oercommons
|
2025-03-18T00:35:10.036730
|
06/03/2016
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/9380/overview",
"title": "Avoiding Faculty Burnout With Self-Care",
"author": "Cheri Sinnott"
}
|
https://oercommons.org/courseware/lesson/78055/overview
|
2. Financial Education Public Private Partnership
3. EconEdLink Resource Collection
4. EconLowdown Resource Gallery
5. CFPB Financial Literacy Activities
6. NGPF Arcade Games
7. NGPF Units
8. Biz Kids Teacher Resource Page
9. Take Charge Today - Search Lesson Plans
DigitalGames&ActivitiesforStudents6-12
SpanishResourcesK-12
FEPPP Suggested Resource Collections
Overview
Financial education resource collections suggested by Financial Education Public Private Partnership during their training sessions.
Introduction
The Washington Financial Education Public-Private Partnership (FEPPP) was created by the legislature to bring public and private stakeholders together to improve and advocate for financial education in Washington schools and communities by providing teacher trainings and quality resources.
Resource collections in the sections below are ones frequently shared during FEPPP training sessions throughout the state.
- Washington Educators, check out upcoming FEPPP Training and Events
- Learn more about FEPPP
- View the Washington State Financial Education Standards
EconEdLink
Description
EconEdLink is brought to you by the Council for Economic Education, the leading organization in the United States that focuses on the economic and financial education of K-12 students.
Search their collection of over 1200 resources by grade or topic area.
Though a free registration is required to save resources into an online personal dashboard, registration is not required to view or download materials.
Professional Development
Register for upcoming webinars and view archived sessions on demand
EconEdLink Professional Development
Permitted Use
Users may use and make a limited number of copies of the Website images, text, programs, and other materials for non-commercial, classroom and instructional use. EconEdLink Permission Policy
Econ Lowdown - Online Learning Resources
Description
Econ Lowdown is brought to you by the St. Louis Federal Reserve's Education Program. On this portal, you’ll find hundreds of ready-made online economic and personal finance lessons for use at no cost. Formats include video, audio and reading Q&As with post-tests; online modules with pre- and post-tests; and FRED® interactives. You can sort by grade (K-2, 3-5, middle school, high school, and college) as well as subject, topic, language and duration.
Online learning modules and Reading Q&A are available without registration.
In order to access other types of online resources, create online classrooms or monitor student progress, free teacher registration is required.
Visit their FAQ page for more information regarding creating classrooms, student accounts, and FERPA compliance.
Professional Development
The Federal Reserve Banks of St. Louis and Atlanta now offer graduate credit for our online professional development. Teachers in certain states can earn one hour of CPDU credit by working with their students to complete an online course in one of more than a dozen topics spanning concepts in economics and personal finance. There is no fee.
Econlowdown Professional Development options
Permitted Use
Permission is granted to reproduce and distribute downloadable individual resources in their entirety for non-commercial, personal or educational purposes.
Consumer Financial Protection Bureau
Description
These classroom activities from the Consumer Financial Protection Bureau can be completed within a single class period. Each activity comes with a teacher guide and supporting student material, so it’s easy to implement whether you’re an experienced personal finance teacher, integrating financial literacy into another subject area, or supplementing your existing financial education curriculum.
Professional Development
CFPB has created informational materials to support educators in putting this research into practice.
Grade Level Guides
Use these brief guides to incorporate developmentally appropriate strategies into your classroom to help students learn and practice skills to develop financial capability.
Effective Teaching Strategies
Although many strategies can be effective for teaching youth financial education, the Bureau has identified and defined some that are well suited for teaching particular building blocks.
Permitted Use
Information created by the Consumer Financial Protection Bureau is in the public domain and you may reproduce, publish, or otherwise use it without the Bureau’s permission. Please consider appropriate citation to the Bureau as the source.
Next Gen Personal Finance
Description
Next Gen Personal Finance (NGPF) provides FREE, openly licensed, up-to-date curriculum, engaging professional development and advocacy resources to increase access to financial education.
- Arcade Games
These free online games provide the hooks to get students engaged in decision-making around paying for college, budgeting, investing, and more. - Units
Browse the Unit library below to find lessons, interactives, assessments and other resources for engaging students with quality personal finance curriculum. - Video Library
- Questions of the Day
Registration is not required to view or download materials. In order to access exclusive resources for teachers in the Teacher Toolkit, free registration is required.
Professional Development
Register for upcoming webinars and view archived sessions on demand
Next Gen Personal Finance Professional Development
Permitted Use
Except as expressly otherwise noted, all CFCI Content (including CFCI Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution – Non-Commerical 3.0 Unported (CC BY-NC) License
Biz Kids
Description
Biz Kid$ lesson plans are aligned with all national and state Educational standards. Biz Kid$ is used in classrooms across America and the world.
Biz Kid$ is a national financial education initiative based on an Emmy Award-winning public television series about kids, money, and business. The series includes Six Seasons with 71 episodes -six released in June 2017 on PBS with over one million viewers per episode. Using a clever blend of entertainment and education, each Biz Kid$ episode shows kids how to make and manage money by introducing concepts of financial literacy and entrepreneurship. To keep young viewers engaged, the series is a fast-paced mix of direct education delivered by young actors, sketch comedies, animation, and stories featuring real life young entrepreneurs.
Resources Available
Users may view the videos online, download lesson plans, activity sheets, family connection activity sheets, key topics and learning objectives are also provided. The standards are laid out and so are curriculum connections to other content areas.
Permitted Use
BIZKID$ authorizes you to copy materials on thieir site to a hard drive for the purpose of viewing and using the site on your computer. You may also print portions of the site in hard copy for the sole purpose of facilitating your personal, noncommercial use and retention of information from the site. BizKid$ Terms of Use.
Take Charge Today
Description
Take Charge Today, from the Center for the Philosophy of Freedom in the Office of Research, Innovation & Impact at The University of Arizona, .provides curriculum materials designed in a ready-to-teach, modular format. Each lesson includes hands-on learning activities, note-taking guides, worksheets, student reading, PowerPoint presentations and conclusions to reinforce key concepts, along with assessments to test knowledge retention.
Lesson plans are based on the multiple intelligences model and active learning theories. The materials offer maximum flexibility and can be taught sequentially as a complete personal finance course or as modular components that can be easily inserted into other courses.
In order to download materials from the Take Charge Today website, free registration is required.
Professional Learning
Ongoing professional development opportunities help educators develop the skills and confidence to teach financial education are available. Offerings include:
- Trainings and Interactive Workshops
- Take Charge Today Forum
- Video Library and Webinars
- Facebook and Twitter
Permitted Use
The Take Charge Today curriculum copyright University of Arizona is not available under an open license. However, the curriculum is intended for classroom/educational purposes and use of the use of the curriculum materials for educational purposes is permitted , as long as the materials are not altered and/or used for profit-making purposes. Take Charge Today Copyright Letter.
Spanish Resources for K-12 Students
This PDF contains links to financial resources in Spanish.
Digital Games & Activities for Students K-5
This PDF contains links to financial education games and activities for students K-5.
Digital Games & Activities for Students 6-12
This PDF contains links to financial education games and activities for students 6-12.
Attribution and License
Attribution
Notes icon by Gregor Cresnar from the Noun Project
- Econ EdLink | Council for Economic Education
- Econ Lowdown | St. Louis Federal Reserve's Education Program
- Consumer Financial Protection Bureau | Office of the Inspector General, U.S. Government
- Next Gen Personal Finance | Next Gen Personal Finance
- Take Charge Today | Take Charge Today The University of Arizona
Logos from each of the organizations listed above are used under fair use.
Permitted use of resources from each of the sites above is outlined in their respective sections.
License
Except where otherwise noted, this website guidance document by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.
|
oercommons
|
2025-03-18T00:35:10.094079
|
Barbara Soots
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78055/overview",
"title": "FEPPP Suggested Resource Collections",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/122917/overview
|
Learning Object "Past Perfect"
Overview
Learning Object "Past Perfect"
TESL, TEFL
Learning Object "Past Perfect"
Learning Object "Past Perfect"
TEFL, TESL
|
oercommons
|
2025-03-18T00:35:10.110613
|
12/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122917/overview",
"title": "Learning Object \"Past Perfect\"",
"author": "Lizeth Rojas"
}
|
https://oercommons.org/courseware/lesson/65375/overview
|
CREATIVE STUDY TECHNIQUES
Overview
A bunch of tips, that can help students overwhelm their problems in studying.
Education tips
Studying is the biggest fear which eats up the first years. Transiting from high school to college learning environment can cause anxiety. You confuse yourself trying to find the best way of studying, trying to "write my essay in one night", etc.. The overwhelming amount of work and a new studying environment needs a change in study technique. This article will share some of the creative study techniques. Find out how to deal with the trial and error approach of studying.
Study in a group.
Studying in a group is more rewarding than doing it alone. Quickly get hold of your close friends and form a study group. The group should be small and manageable. A group of fewer than 8 members is the best. After the formation of the study group, come up with your rules and regulation. Always agree on the meeting place beforehand. Keep time and decide on the topics to deal with during the study time. Use some questions to revise when exam approaches.
Take coffee.
Coffee is good for study. It is a good source of caffeine stimulant. Take some coffee to stimulate yourself as you study. Avoid excess coffee because you need to sleep after finishing the study. Sleeping is mandatory. You need enough sleep to stay healthy.
Make some motions.
Do not stick in a stationary place as you take your group study. Move around and make learning fun. Use gestures when necessary to explain concepts to your friend and when getting back their feedback. Avoid those test-taking environment where people keep calm and silent. They make studying dull and boring.
Make your study notes attractive and visible.
Never make your study notes boring. Color your notes with different color codes to make them visible and attractive to read. Highlight major points with different colors to contrast other writings. This makes reading easy. You can take very minimum time to scan through the notes and take in the essential points.
Avoid procrastination
Finish assignment first before doing any other non-educational tasks. Avoid postponing assignments. Let study time be for its purpose. Finish study and assignment before hurrying for any form of leisure activity.
Motivate yourself
Maintain a spirit of positivity. Identify any fun that keeps you motivated. You can decide upon an event, favorite food, or any other hobby. Find some friends to help you celebrate yourself. It will help you keep stress at bay.
Stay away from your phone
Unless you are researching with your phone, keep it away. Stay away from your friend's disturbing phone. It is likely to divide your attention and consume much of your study time.
Turn study concepts into a memorable poem, acronyms, or comic words.
Studying straight facts can be difficult in remembering. In your study group, try to come up with some creative acronym to represent some concepts for easy remembrance. Come up with some poetic and comic songs to make you remember some crucial points that are difficult to memorize directly.
Repetitive writing of notes.
Write and rewrite the concept in shot notes. Come up with some questions about a tough concept. Write answers to the questions repeatedly until the concept sinks.
Have enough sleep
Stop burning your midnight candle. Have time to rest and sleep. Plan your time well, and work within the schedule. Understand your limits to avoid exhausting yourself. Mind tour mental health. Get enough sleep and rest as your study.
Take a break for leisure
Studying subjects your body to tension. You need some refreshment activities to keep away stress. Organize some recreational activities with your friends for enjoyment. You can have a dance party, birthday party or any other refreshing event.
Conclusion.
You must be tactical in studying. Employ the right technique when studying. You will avoid wasting energy and time grasping tough concepts. Avoid torturing your mind with ineffective reading habits. Take breaks, motivate yourself, get enough sleep, and eat well as you study. I hope the techniques will work for you.
|
oercommons
|
2025-03-18T00:35:10.130264
|
04/17/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65375/overview",
"title": "CREATIVE STUDY TECHNIQUES",
"author": "Jennifer Billington"
}
|
https://oercommons.org/courseware/lesson/89617/overview
|
ASTR 1020 - Lab 2: Kepler's Law with Stellarium
Overview
This activity will focus on Kepler's Law which concerns planetary motion.
---------------------------------------
Distant Nature: Astronomy Exercises 2016 by Stephen Tuttle under license "Creative Commons Attribution Non-Commercial Share Alike".
ASTR 1020 - Lab 2: Kepler's Law with Stellarium
Download the attached zip file and install the website on a server or in your LMS course section. To place HTML website content in Brightspace:
- Create an appropriate folder structure in Manage Files. This location is where files will be uploaded and unzipped. Each resource (website) should have a descriptively named independent folder.
- Navigate to the appropriate folder and Upload the zip file.
- Unzip the folder by clicking the pull-down arrow, and clicking Unzip on the submenu. A content folder will appear. It contains two folders and two HTML files.
- Associate the index.html file to your Course Content topic. Perform this task in the Course Content area by clicking New and then clicking Add from Manage Files on the submenu. Next, navigate to the index.html file and Add the file.
- Click the pull-down arrow by the new web page topic (currently named index). Next, click Edit Properties In-place on the submenu and rename the link to be descriptive.
- Delete the extraneous zip file from the Manage Files folder.
|
oercommons
|
2025-03-18T00:35:10.149024
|
01/28/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89617/overview",
"title": "ASTR 1020 - Lab 2: Kepler's Law with Stellarium",
"author": "Hollyanna White"
}
|
https://oercommons.org/courseware/lesson/73988/overview
|
Education Standards
DDSG Social Model
TED Talk - "I Am Not Your Inspiration"
Models of Disability
Overview
This module outlines three models of disability - moral, medical, and social.
Moral Model
The moral model of disability has large historical roots. It is is the view that those with disabilities should be shameful, and that a disbaility is a burden on the entire family. This view is not necessarily religious in origin, but it encouraged the exclusion of people with disabilities historically. The moral model brings feelings of guilt and self-hatred to PWD.
Medical Model
The medical model focuses on the restrictions and differences placed on a person with a disability. It has ties to the moral model, as often a person's physical and intellectual differences enhance the division between the PWD and the rest of society.
Social Model
Many people with disbabilities now subscribe to a new model of disability, the social model. This way of thinking changes society's perspective of disability from a medical issue, to opening society's eyes about the exclusions of PWD and how we can change that moving forward.
|
oercommons
|
2025-03-18T00:35:10.173549
|
Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73988/overview",
"title": "Models of Disability",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/117446/overview
|
Polar Side Chains Organic Chemistry MCAT FlashCards
Overview
These is a Free Resource containing Polar Side Chains of chemicals that appear on the MCAT Exam.
MCAT Flashcards
This PDF Contains the Polar Side Chains that can be used as a study aid for the MCAT Exam.
|
oercommons
|
2025-03-18T00:35:10.190193
|
06/28/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117446/overview",
"title": "Polar Side Chains Organic Chemistry MCAT FlashCards",
"author": "Jose Serra"
}
|
https://oercommons.org/courseware/lesson/74139/overview
|
Introduction to Criminology OER
Overview
A resource providing sociological perspectives on criminological study and theories.
Criminology
A sociological approach to criminology theories.
|
oercommons
|
2025-03-18T00:35:10.208182
|
Christina Ramirez
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74139/overview",
"title": "Introduction to Criminology OER",
"author": "Lecture Notes"
}
|
https://oercommons.org/courseware/lesson/117536/overview
|
Washington OER Hub - Grantee and Collaborator Handbook
Overview
This handbook is for Washington Office of Superintendent of Public Instruction grantees, contractors, and collaborators who will be contributing instructional materials to the Washington OER Hub.
Table of Contents
OER Background
- OER Defined
- Why OER?
Washington OER Hub
- What is the Washington OER Hub?
- Our Vision
Getting Started
- Join the Washington OER Hub
- Edit Your Profile and Access Your Resources
Resource Creation
- Submitting a link (infrequent)
- Creating a resource with Open Author
Resource Alignment and Evaluation
- Adding Alignment Information
- Adding review information to existing materials in the collection
For More Information
- Appendix A: Resource Submission Guidelines
- Appendix B: Metadata Fields
|
oercommons
|
2025-03-18T00:35:10.229370
|
Washington OSPI OER Project
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117536/overview",
"title": "Washington OER Hub - Grantee and Collaborator Handbook",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/64463/overview
|
Learning Exercises and Remote Laboratories for Introductory Physics
Overview
Learning Exercises and Remote Laboratories for Introductory Physics
Learning Exercises for Introductory Physics
I am offering a set of physics learnng exercises. They are written to be used in Moodle LMS but may be imported into other LMS Several can function as remote laboratory exercises. Contact me at rgreeney@hcc.edu
|
oercommons
|
2025-03-18T00:35:10.241035
|
03/26/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64463/overview",
"title": "Learning Exercises and Remote Laboratories for Introductory Physics",
"author": "Robert Greeney"
}
|
https://oercommons.org/courseware/lesson/97549/overview
|
The Impact of Culture on Mental Health 1 & 2
PSYCH 001--Introduction to Psychology: Open for Antiracism (OFAR)
Overview
This is a 2-part assignment designed to help students to explore how culture can impact one's view of mental health and mental disorders. In part 1, students are invited to explore how culture impacts mental health, for example how mental disorders are regarding in different communities and the potential cultural stigmas regarding mental disorders and treatments. Using their own identified culture, students will explore how mental health & well-being are approached by that culture. In part 2, students will focus on a particular psychological disorder and how that disorder is perceived in their chosen culture. Students will provide a short write-up/recording of their findings and also create an infographic or visual targeted toward members of their culture.Students are encouraged to be creative in designing their visual and are also encouraged to create a multilingual visual, if appropriate.
Course Description
This course provides an introduction to the principles of human behavior, including the physiological foundations of behavior, influences of heredity and environment on psychological and behavional processes; sense-perception, attention, learning and personality; emotion and motivation; development across the life span, and psychological disorders and methods of therapy. No credit if taken after PSYC 001H. Total of 54 hours lecture. Transfer Credit: CSU; UC; C-ID: PSY 110
The impact of culture on Mental Health: A two-part assignment
This is a 2-part assignment designed to help students to explore how culture can impact one's view of mental health and mental disorders. Either part can be a standalone assignment or both parts may be given together as part of a larger research project.
In part 1, students are invited to explore how culture impacts mental health, for example how mental disorders are regarding in different communities and the potential cultural stigmas regarding mental disorders and treatments.Students will select their own cultural identity and then explore how mental health & well-being are approached by that culture.
In part 2, students will select a psychological disorder from a short, pre-selected list of disorders and then explore how that disorder is perceived in their chosen culture. Students will provide a short write-up/recording and also create an infographic or visual targeted to members of their culture.Students are encouraged to be creative in designing their visual and are also encouraged to create a multilingual visual, if appropriate.
The Impact of Culture on Mental Health: Part 1
The Impact of Culture on Mental Health: Part 1
Purpose
In our module on Psychological Disorders and Treatments, you have explored several different psychological disorders, their etiologies (causes or theories about their origins), as well as mental health in general.
In this assignment, you will explore how culture can impact a person’s views of mental health / mental disorders, treatment of mental disorders, and the overall stigma regarding psychological disorders.
This is a 2-part assignment.
Directions for Part 1
STEP 1: Please read the following articles:
Mental Health First Aid from the National Council For Mental Wellbeing:
4 ways culture impacts mental health
National Alliance on Mental Health (NAMI):
Identity & Cultural Dimensions
STEP 2: Identify your culture
For this assignment, you will need to select a culture that you personally identify with.
"Culture" can be defined as "the distinctive customs, values, beliefs, knowledge, art, and language of a society or a community."
Your "cultural identity" may be your race, gender, or ethnicity BUT your cultural identity can ALSO be:
- your background (e.g. veteran, first generation college student, etc.)
- your group membership (for example, musicians, athletes, being a parent)
- your sexuality (etc. LGBTQ+)
- your religious affiliation
It is up to you to decide what your "cultural identity" is for this project.
STEP 3: How does your cultural identity impact your own views on mental health/mental illness?
Once you have selected your culture, consider how that cultural identity impacts your own views on mental health in a 2 page paper or 8 minute video recording.
Your 2-page paper/ or 8-minute video must answer the following questions:
1. What cultural identity have you chosen to identify with for this project and why did you select this culture?
2. How is mental health/illness viewed in your chosen culture? Is there a stigma regarding psychological disorders and treatment? Provide your opinion on why you think your culture view mental health/illness this way.
3. Are there resources available for understanding mental health/illness in your culture? If there are resources, give an example or two.
4. Do you feel that your own personal views of mental health/illness are similar (align with) with the views of mental health/illness in your culture? Why or why not?
Important Information
- Your paper/video is meant to be an opinion piece; please feel free to express yourself! I want you to reflect on and be honest in your answers.
- You do NOT need to cite sources, but you can if you want to.
If you are writing a paper:
- Your paper should be double-spaced, 12 point font, in Times New Roman or Arial, with no larger than 1 inch margins. MLA or APA format is fine.
- There is no word count but you should have two full pages - this means 1 full page and at least 3/4 of the 2nd page should contain writing.
- You MAY write more than 2 pages if you wish.
If you are recording a video:
- Videos should be 8 minutes. If you are a little over, that is ok too.
- You may want to review your video to make sure sound is clear.
Upload your 2-page write up/8 minute video to Canvas.
The Impact of Culture on Mental Health: Part 2
The Impact of Culture on Mental Health - PART 2
Purpose
In our module on Psychological Disorders and Treatments, you were introduced to several different psychological disorders, their etiologies (causes or theories about their origins), as well as mental health in general.
In this assignment, you will explore how a particular disorder is viewed by your chosen cultural community and create an informative project that could be used to educate other individuals within your cultural community about the disorder.
This project is Part 2 of the Impact of Culture on Mental Health
______________________________________
Directions for Part 2
STEP 1: Pick ONE disorder from any of the following categories to learn more about in the context of your own cultural identity (use the same culture you identified with in Part 1 of this assignment).
Mood Disorders category
- Major Depressive Disorder
- Postpartum Depression
- Generalized Anxiety Disorder
- Social Anxiety Disorder
- Bipolar Disorder
Eating Disorders
- Anorexia Nervosa
- Bulimia Nervosa
- Binge Eating Disorder
Schizophrenia
PTSD
Autism Spectrum Disorder
STEP 2: Find 3 articles on your disorder.
- Your articles do NOT have to be academic journal articles BUT should be from reputable sources with a peer review/editorial process, such as: the American Psychological Association, NAMI, National Council For Mental Wellbeing.
- You should try to find a least 1 article that discusses your chosen disorder in the context of your culture identity.
STEP 3: Using information from your articles, please create the following:
- A 1-page summary of how the disorder is viewed within your culture, any stigmas surrounding the disorder, and resources available to someone from your culture with the disorder.
Important Information:
- Your summary paper should be 1 page total, double-spaced, 12 point font, in Times New Roman or Arial, with no larger than 1 inch margins.
- On a separate page, include your references in APA format.
- A quick 1-page “at a glance” visual, such as an infographic, that could be used to educate other individuals within your cultural community about the disorder.
Important Information:
- Your visual should Include the following information:
- Very brief description of the disorder (including what it is commonly called in your culture)
- Prevalence of the disorder within your chosen culture
- Risk Factors - make sure to include any risk factors that are culturally relevant.
- Resources to help someone from your culture experiencing that particular disorder.
- Your visual can be creative but should be in the style of an infographic.
- You may also make your visual multilingual! (1 language must be English though).
- For more information about inforgraphics (what they are, how to make one), check out: What is an infographic and how do I create one?
- You can also use Microsoft Powerpoint's infographic template or Google Slides infographic templates. If you use these, please save the final visual product in a pdf. format.
|
oercommons
|
2025-03-18T00:35:10.289637
|
09/27/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97549/overview",
"title": "PSYCH 001--Introduction to Psychology: Open for Antiracism (OFAR)",
"author": "Open for Antiracism Program (OFAR)"
}
|
https://oercommons.org/courseware/lesson/77675/overview
|
CHERNOBYL DISASTER
Overview
THIS IMAGE HAS BEEN MADE ON CANVA APP EXPLAINING THE PRINCIPLE BEHIND CHERNOBYL DISASTER ITS EFFECT AND AFTERMATH
THIS IMAGE HAS BEEN MADE ON CANVA APP EXPLAINING THE PRINCIPLE BEHIND CHERNOBYL DISASTER ITS EFFECT AND AFTERMATH
|
oercommons
|
2025-03-18T00:35:10.305233
|
SHARVANI DESHPANDE
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77675/overview",
"title": "CHERNOBYL DISASTER",
"author": "Diagram/Illustration"
}
|
https://oercommons.org/courseware/lesson/61828/overview
|
AER Newsletter: Summer 2019
Overview
Welcome to the first, biannual Archival Educators Roundtable (AER) Newsletter! In 2016, the Rockefeller Archive Center (RAC) brought together like-minded professionals who use primary sources for public programming, outreach, and education, and the AER was born. As archival education is a still-developing field, the AER created a community where people could share their successes, challenges, and works in progress through casual workshops.
AER’s network of educators, archivists, and archival education allies has since expanded its culture of support beyond the biannual meetings here at the RAC through social media, event attendance, joint publications, and email correspondence.
It is our hope that this AER Newsletter will further extend the table, so speak, reaching more colleagues as we spotlight educators, and showcase the projects, challenges, and successes of archival education. Just as the aim of AER meetings is to ensure that all perspectives on primary source education are honored, we encourage you, our dedicated AER audience, to reach out and contribute your insights to future AER Newsletters! Many thanks to our first issue's contributors--we couldn't have done it without you.
--Marissa Vassari, Archivist and Educator, Rockefeller Archive Center
Elizabeth Berkowitz, Outreach Program Manager, Rockefeller Archive Center
Welcome to the first, biannual Archival Educators Roundtable (AER) Newsletter! In 2016, the Rockefeller Archive Center (RAC) brought together like-minded professionals who use primary sources for public programming, outreach, and education, and the AER was born. As archival education is a still-developing field, the AER created a community where people could share their successes, challenges, and works in progress through casual workshops.
AER’s network of educators, archivists, and archival education allies has since expanded its culture of support beyond the biannual meetings here at the RAC through social media, event attendance, joint publications, and email correspondence.
It is our hope that this AER Newsletter will further extend the table, so speak, reaching more colleagues as we spotlight educators, and showcase the projects, challenges, and successes of archival education. Just as the aim of AER meetings is to ensure that all perspectives on primary source education are honored, we encourage you, our dedicated AER audience, to reach out and contribute your insights to future AER Newsletters! Many thanks to our first issue's contributors--we couldn't have done it without you.
--Marissa Vassari, Archivist and Educator, Rockefeller Archive Center
Elizabeth Berkowitz, Outreach Program Manager, Rockefeller Archive Center
|
oercommons
|
2025-03-18T00:35:10.323155
|
Higher Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61828/overview",
"title": "AER Newsletter: Summer 2019",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/112853/overview
|
Water quality analysis procedure
Water Quality Analysis
Overview
This is Experiment #4 in the Analytical Chemistry Lab sequence at MSU Denver. This experiment is divided into three parts.
- The standardization of sodium hydroxide and hydrochloric acid
- Determining the alkalinity of a control and unknown sample
- Determining the total cation content of a control and unknown sample
Students will master titrations by performing them until the required accuracy and precision tolerances are met. A spreadsheet is used to calculate these values. Then students will bring in a water sample from home to determine its alkalinity and total cation content. For these two parts students will perform a potentiometric analysis and learn to use a pH meter.
Water Quality Analysis
This is Experiment #4 in the Analytical Chemistry Lab sequence at MSU Denver. This experiment is divided into three parts.
- The standardization of sodium hydroxide and hydrochloric acid
- Determining the alkalinity of a control and unknown sample
- Determining the total cation content of a control and unknown sample
Students will master titrations by performing them until the required accuracy and precision tolerances are met. A spreadsheet is used to calculate these values. Then students will bring in a water sample from home to determine its alkalinity and total cation content. For these two parts students will perform a potentiometric analysis and learn to use a pH meter.
|
oercommons
|
2025-03-18T00:35:10.341043
|
Alycia Palmer
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112853/overview",
"title": "Water Quality Analysis",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/99045/overview
|
Celtx Scriptwriting Software
Dummies Guide to Playwriting
WriterDuet Writing Software
Celebrating Diversity in Theatre
Overview
Diversity in theatre has come a long way, and it has a long way to go. This industry has been dominated for far too long by one sector of the population and other stories have not been told. This project encourages the students to tell their stories from their varied and unique backgrounds and share that with their classmates and community.
Playwriting is a unique way to tell a story, and this is an avenue that many may not have considered. This project will broaden the scope of the students view on theatre and encourage them to step up and make their voice heard.
Project Scope
The purpose of this project is to help students learn that they have a story to tell, and that telling that story is important to the community they reside in. Theatre needs to be diversified and this is one step.
Theatre is storytelling. Everyone has a unique story to tell but they do not always get a chance to tell it. The world of theatre has been dominated for centuries by one aspect of the population. It's time that changed.
This project will give each student the opportunity to tell a story about their cultural and personal experiences. The focus is to choose a story that hightlights an aspect of their individual experience and then to share that with others.
Each student will write a 10-minute play based in their cultural experience. Here are some guidelines:
- On average, 1 page equals 1 minute - give or take. Always read it out loud to verify it's long enough.
- Avoid too much exposition - don't tell us, show us.
- Write in dialogue, not prose. This is not a novel.
- No more than 2 scenes - in a 10 minute play, there's not enough time to change things too often
- Keep fighting (stage combat) to a minimum. If you do include a fight, just say "fight" or something like that, don't describe the fight. Leave that to the director.
- No more than 5 - 6 characters.
The final goal of this project is to share these plays with our department for small projects by students of other classes who need new materials. Students will be able to opt out of the sharing process if they prefer.
Instructions
Brainstorm 3 ideas for your play. Pull from all your personal and cultural resources. Be creative. Dig deep.
One of these ideas will be the basis for your 10 minute play with at least 3 characters but no more than 6. Your play needs to have character, conflict and action.
A play is written in dialogue, like a conversation, instead of narrative like a novel. Please check out the resources provided to learn more about how to format a play.
|
oercommons
|
2025-03-18T00:35:10.364377
|
11/23/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99045/overview",
"title": "Celebrating Diversity in Theatre",
"author": "Lori DeLappe"
}
|
https://oercommons.org/courseware/lesson/93375/overview
|
Micrograph Escherichia coli Gram stain 1000x p000007
Overview
This micrograph was taken at 1000X total magnifcation on a brightfield microscope. The subject is Escherichia coli cells grown in broth culture overnight at 37 degrees Celsius. The cells were heat-fixed to a slide and Gram stained prior to visualization.
Image credit: Emily Fox
micrograph
White background with hundreds of small, pink, rod-shaped Escherichia coli cells scattered across.
|
oercommons
|
2025-03-18T00:35:10.381737
|
Diagram/Illustration
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93375/overview",
"title": "Micrograph Escherichia coli Gram stain 1000x p000007",
"author": "Health, Medicine and Nursing"
}
|
https://oercommons.org/courseware/lesson/70547/overview
|
Explore Career Pathways
Overview
Explore your interests and which career opportunities are out there for you.
As you explore careers, consider the education you will need during and after high school in order to pursue your career interests.
Explore Career Pathways and Assess Which Ones are Right for You
Explore your interests and which career opportunities are out there for you.
As you explore careers, consider the education you will need during and after high school in order to pursue your career interests.
By 2018, 63% of all jobs in the United States and 90% of new jobs in growing industries will require some level of post-secondary training (Carnevale, Smith & Strohl, 2010).
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oercommons
|
2025-03-18T00:35:10.398078
|
07/28/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70547/overview",
"title": "Explore Career Pathways",
"author": "Art Witkowski"
}
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https://oercommons.org/courseware/lesson/103471/overview
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Dealing with socially acute questions in the English-language classroom
Overview
In this article, I propose a toolbox that L2 teachers can draw from to nurture, facilitate, and foster constructive intercultural dialog when dealing with socially acute questions (SAQs) in the English-language classroom. Starting off with a case study describing a poorly managed racist incident that occurred in one of the author’s interfaculty conversation classes, the article provides insights into SAQs from Transdisciplinarity, Social and Emotional Learning (SEL), and the Pedagogy of Encounter. The article continues with an introduction to the concepts of Safe Spaces and Story Circles, and a reminder of the key concepts of Cross-Cultural Pragmatics. It aims at providing a SAQ toolbox that the L2 teacher can draw from to deal with SAQs in cross-cultural dialog situations they may encounter in their English-language classrooms, meeting the stakeholders’ (the L2 learners’ and teacher’s) academic expectations as well as emotional needs.
Dealing with socially acute questions in the English-language classroom
In this article, I propose a toolbox that L2 teachers can draw from to nurture, facilitate, and foster constructive intercultural dialog when dealing with socially acute questions (SAQs) in the English-language classroom. Starting off with a case study describing a poorly managed racist incident that occurred in one of the author’s interfaculty conversation classes, the article provides insights into SAQs from Transdisciplinarity, Social and Emotional Learning (SEL), and the Pedagogy of Encounter. The article continues with an introduction to the concepts of Safe Spaces and Story Circles, and a reminder of the key concepts of Cross-Cultural Pragmatics. It aims at providing a SAQ toolbox that the L2 teacher can draw from to deal with SAQs in cross-cultural dialog situations they may encounter in their English-language classrooms, meeting the stakeholders’ (the L2 learners’ and teacher’s) academic expectations as well as emotional needs.
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oercommons
|
2025-03-18T00:35:10.417193
|
Case Study
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103471/overview",
"title": "Dealing with socially acute questions in the English-language classroom",
"author": "World Cultures"
}
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https://oercommons.org/courseware/lesson/90114/overview
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cinema scenes version six
Overview
recent version of text version six
cinema scenes version six
recent iteration of the text
added more images
arranged layout better
columns adjusted
spelling corrected
started captions
added more chapters
split chapters
chpaters on women in film added
cinema scenes version six
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oercommons
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2025-03-18T00:35:10.435137
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02/16/2022
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90114/overview",
"title": "cinema scenes version six",
"author": "stuart lenig"
}
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https://oercommons.org/courseware/lesson/54978/overview
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Ch. 3 Culture: Supplemental Slides
Ch. 5 Socialization: Supplemental Review Slides
Module 2: Culture and Socialization
Overview
Textbook, slides, and class activities related to culture and socialization. Primary text: OpenStax Introduction to Sociology.
Culture and Socialization: Learning Objectives
Explain what culture is and why it is important
Distinguish between material and nonmaterial culture
Compare and contrast ethnocentrism and cultural relativism
Describe elements and uses of nonmaterial culture—gestures, language, norms, sanctions, folkways, mores, and taboos
Compare and contrast subcultures and countercultures, high and low culture
Outline the role of technology in cultural change
Evaluate the role of “nurture” (socialization) in the “nature versus nurture” debate
Compare and contrast psychological and sociological theories of self-development
Analyze and describe the process of socialization
Compare and contrast agents of socialization (including total institutions) and assess their influence in self-development throughout the life course
Culture and Socialization: Readings
Culture and Socialization: Supplemental Review Slides
The attached slides provide a useful review of concepts from chapters 3 and 5 in your textbook.
Culture and Socialization: Class Activities
Activity 4: Elements of Culture Scavenger Hunt—Norms and Sanctions
LO: Identify norms and sanctions, both positive and negative, operating within Eastfield College
CSSS: Critical Thinking, Collaboration, Communication
Instructions: Spend ___ minutes observing people on campus (hallways, The Pit, Subway, etc.).
- Identify and list at least five (5) norms (folkways and mores) that you see people following or breaking.
- Describe any sanctions you observe people receiving as a result of breaking or following these norms. Indicate whether the sanction is positive or negative. (Note: if you don’t observe people receiving a sanction, answer with the kind of sanction you think they would/should receive.)
| Norm: | Sanction: |
|---|---|---|
Ex: | Waiting your turn in line (folkway) | Negative |
Guy cut in line at Subway | Everyone yelled at him | |
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Activity 5: Connecting Material and Non-Material Culture
LO: Describe the relationship between elements of non-material and material culture. Think critically about how material and non-material culture work together to emphasize the overall cultural values of a society.
Instructions: Work with your group to create a list of at least 5 values and beliefs that are important in U.S. culture. Next, list at least two norms and behaviors that support that value. Finally, identify at least two material goods that related to that value.
Value/Belief | Norms and Behaviors | Material Goods |
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Ex: Hygiene is important |
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Activity 6: Naciremans
LO: Recognize examples of ethnocentrism and cultural relativism, identify elements of material and nonmaterial culture
CSSS: Critical Thinking, Communication, Collaboration, Self-Assessment
Instructions: Use the article “Body Ritual Among the Nacirema” to respond to each of the following items:
- Identify and describe, at minimum, five (5) elements of the material culture of the Naciremans—what kinds of tools, buildings, etc. do they possess?
- Identify and describe, at minimum, five (5) elements of the nonmaterial culture of the Naciremans—what kinds of norms, values, beliefs, and practices do you observe?
- Identify examples of ethnocentrism in the author’s description of the Naciremans.
| Material | Nonmaterial | Ethnocentrism |
|---|---|---|---|
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Activity 7: Agents of Socialization
Learning Objective: Recognize the role of various agents of socialization in shaping identity, compare and contrast differences in socialization based on social location.
CSSS: Critical Thinking, Self -Assessment, Communication
Instructions: With your group, discuss how your assigned agent of socialization has influenced you. Make sure you hear from each member of your group! Choose a group leader to present your answers to the class.
- Identify and discuss, at minimum, two (2) ways this agent of socialization influenced you (lessons taught, messages, behaviors, etc.). How?
- Identify and discuss, at minimum, two (2) differences in socialization experiences among members of your group.
- How would you explain these differences in socialization-- why were you socialized differently? How do these differences influence your perspectives or behaviors?
Agents: Family, School, Peer Groups, Media, Neighborhood, Religion, Workplace, Government
Activity 8: Gender in the Toy Aisle
LO: Think critically about how children are socialized to adhere to gender norms.
CSSS: Critical Thinking, Communication, Collaboration
Instructions: With your group, visit a toy store, the toy section of a local store (Target, WalMart, etc.) or visit the website of one of these stores and select two (2) toys that are marketed specifically to boys and two (2) toys marketed specifically to girls. List and briefly describe each item, then answer the Critical Thinking questions on the back of the page:
Girls | Boys |
|---|---|
Item #1: | Item #2: |
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Critical Thinking Questions:
- How did you know which toys were intended for girls and which were intended for boys?
- How are boys’ and girls’ toys packaged or displayed differently (colors, pictures, words, fonts, etc.)? Why do you think this is?
- What messages are the toys are trying to send in terms of what is appropriate for boys and girls or what behaviors are encouraged? What roles are these toys socializing children into? How?
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oercommons
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2025-03-18T00:35:10.505306
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05/31/2019
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/54978/overview",
"title": "Module 2: Culture and Socialization",
"author": "India Stewart"
}
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https://oercommons.org/courseware/lesson/117886/overview
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THE 1005: Module 5 - Contemporary Musical Theatre
Overview
This module resource provides a comprehensive overview of contemporary musical theatre, highlighting significant trends, key figures, and notable works.
(Title Image Attribution: NWU-Theatre-Heathers-LARGE-164 by Julie Wilshusen is licensed CC BY-NC 2.0)
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oercommons
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2025-03-18T00:35:10.522328
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Red Rocks CC
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117886/overview",
"title": "THE 1005: Module 5 - Contemporary Musical Theatre",
"author": "Module"
}
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https://oercommons.org/courseware/lesson/54366/overview
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Naming Flow Chart for Binary Compounds
Naming Practice - select Binary (under Ionic) and Molecular
Naming Binary Compounds
Overview
This module teaches the basic rules of naming binary compounds for general chemistry. Hydrocarbons and acids are not included.
How to Name Binary Compounds
Instructors vary on whether they require students to memorize polyatomic ions. It is required for the American Chemical Society General Chemistry exam and the Chemistry GRE, and a number of other standardized exams.
Every good chemist needs another flow chart, so here is one for naming binary compounds (compounds made from two components).
This lesson does not include hydrocarbons such as alkanes, which have a separate naming schematic.
You will need to know polyatomic ions. Polyatomic Ions are charged particles (ions) that are made of more than one atom (poly-atomic). Flashcards or lists are useful methods for recalling the names, formulae, and charges of common polyatomic ions.
The video mini-lecture demonstrates the rules of naming using the flow chart. I do not include electron configuration and preferred charges of transition metals or alkane naming.
Naming practice tool
On the Geo Exchange website, you can practice naming. Be sure to select Ionic Binary and Molecular compounds and then get started!
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oercommons
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2025-03-18T00:35:10.541818
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05/15/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/54366/overview",
"title": "Naming Binary Compounds",
"author": "Amy Petros"
}
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https://oercommons.org/courseware/lesson/112026/overview
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Session Recording_Building Resources, Community, and Collaboration Across Texas Through the Statewide Repository, OERTX
Building Resources, Community, and Collaboration Across Texas Through the Statewide Repository, OERTX
Overview
Archived session from the 2023 Arizona Regional OER Conference.
Session Title: Building Resources, Community, and Collaboration Across Texas Through the Statewide Repository, OERTX
This resource includes the session abstract, presenters, PPT, and recording.
Session Abstract, PPT, and Recording
Session Abstract
In September of 2020, the Texas Higher Education Coordinating Board launched OERTX, the state’s repository for open educational resources. Provided through a partnership with the Institute for the Study of Knowledge Management in Education (ISKME), OERTX is made possible by an appropriation from the Texas Legislature, House Bill 3652 (86th Texas Legislature, Regular Session). Additional support to enhance the repository and strengthen institutional awareness of the resource included funding through the Governor’s Emergency Education Relief (GEER) funds.
Since launching two years ago, OERTX now includes more than 240,000 global users. It provides access to over 9,000 educational resources for Texas Core Curriculum courses and career and technical courses, and materials that support effective teaching and learning. OERTX serves to build collaboration and professional development communities of practice through the creation of network hubs and groups to share collections associated with a subject, project, or organization. In 2022, OERTX received the Open Education Global Open Policy Award for its outstanding contribution to the Open Education community.
In this session, presenters will discuss the development of the repository, collaboration and community building initiatives that leverage the site’s built-in tools, and research that will drive improvements for resource discovery and creation.
Presenters
Michelle Singh, Assistant Commissioner, Digital Learning, Texas Higher Education Coordinating Board (THECB)
Kylah Torre, Director, Digital Learning, Texas Higher Education Coordinating Board (THECB)
Elizabeth Tolman, Program Director, Texas Higher Education Coordinating Board (THECB)
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oercommons
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2025-03-18T00:35:10.562840
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OERizona Conference
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112026/overview",
"title": "Building Resources, Community, and Collaboration Across Texas Through the Statewide Repository, OERTX",
"author": "Megan Crossfield"
}
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https://oercommons.org/courseware/lesson/73440/overview
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FEEDBACK Digital Toolkit
Overview
The FEEDBACK Digital Toolkit is a tool to support the implementation of arts-based feedback approaches to the learning cycle and to contribute to the improvement of learning programmes and to curricula innovation.
FEEDBACK Digital Toolkit
The FEEDBACK Digital Toolkit is not intended to make educators and learners become experts in feedback, but rather to inspire and provide resources that may help them understand and explore the practice of feedback to improve learning experiences.
The toolkit includes 39 tools structured by their main goals:
1. Art Based Initiatives for Sustainability
Carefully planning the feedback delivery allows learners to positively accept the advices and to take real advantage from them.
2. Art Based Initiatives for Inspiration
Reflecting on their work brings learners to a more inspired mind set to understand what they have to relearn, improve and refocus on.
3. Art Based Initiatives for Transformation
Refocusing on the initial objectives of their work helps learners to positively transform their point of view.
This Toolkit is a result from the FEEDBACK project, co-funded by the Erasmus+ Programme of the European Union. FEEDBACK project aims to set the foundations to define a clearer model of feedback to enhance learning and therefore act as leverage for the design of new learning programmes. More information about the project is available here: http://www.thefeedbackproject.eu/about.html
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oercommons
|
2025-03-18T00:35:10.584729
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Teaching/Learning Strategy
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73440/overview",
"title": "FEEDBACK Digital Toolkit",
"author": "Activity/Lab"
}
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https://oercommons.org/courseware/lesson/98198/overview
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CHAPTER 5: LISTENING
Overview
Introduction to Communication textbook.
Learning Objectives
After reading this module you should be able to:
• Understand the difference between listening and hearing.
• Identify a variety of listening styles.
• Explain the challenges to effective listening.
• Define the stages of listening.
5.1 THE IMPORTANCE OF LISTENING
“Are you listening to me?” This question is often asked because the speaker thinks the listener is nodding off or daydreaming. We sometimes think that listening means we only have to sit back, stay barely awake, and let a speaker’s words wash over us. While many Americans look upon being active as something to admire, to engage in, and to excel at, listening is often understood as a “passive” activity. More recently, O, the Oprah Magazine (2006), featured a cover article with the title, “How to Talk So People Really Listen: Four Ways to Make Yourself Heard.” This title leads us to expect a list of ways to leave the listening to others and insist that they do so, but the article contains a surprise ending. The final piece of advice is this: “You can’t go wrong by showing interest in what other people say and making them feel important. In other words, the better you listen, the more you’ll be listened to.”
You may have heard the adage, “We have two ears but only one mouth”—an easy way to remember that listening can be twice as important as talking.
As a student, you most likely spend many hours in a classroom doing a large amount of focused listening, yet sometimes it is difficult to apply those efforts to communicate in other areas of your life. As a result, your listening skills may not be all they could be. In this chapter, we will examine listening versus hearing, listening styles, listening difficulties or barriers, listening stages, and listening critically.
“LOUD speaker” by woodleywonderworks is licensed under CC BY 2.0
5.2 LISTENING VS. HEARING
Hearing is an accidental and automatic brain response to sound that requires no effort. We are surrounded by sound most of the time. For example, we are accustomed to the sounds of airplanes, lawn mowers, furnace blowers, the rattling of pots and pans, and so on. We hear those incidental sounds and, unless we have a reason to do otherwise, we train ourselves to ignore them. We learn to filter out sounds that mean little to us, just as we choose to hear our ringing cell phones and other sounds that are more important to us.
Listening, on the other hand, is purposeful and focused rather than accidental. As a result, it requires motivation and effort. At its best, listening is active, focused, concentrated attention for the purpose of understanding the meanings expressed by a speaker. We do not always listen at our best. Later in this chapter, we will examine some of the reasons why and some strategies for becoming more active critical listeners.
BENEFITS OF LISTENING
Listening should not be taken for granted. Before the invention of writing, people conveyed virtually all knowledge through some combination of showing and telling. Elders recited tribal histories to attentive audiences. Listeners received religious teachings enthusiastically. Myths, legends, folktales, and stories for entertainment survived only because audiences were eager to listen. Nowadays, however, you can gain information and entertainment through reading and electronic recordings rather than through real-time listening. If you become distracted and let your attention wander, you can go back and replay a recording. Despite that fact, you can still gain at least four compelling benefits by becoming more active and competent at real-time listening.
YOU BECOME A BETTER STUDENT
When you focus on the material presented in a classroom, you will be able to identify not only the words used in a lecture but their emphasis and their more complex meanings. You will take better notes, and you will more accurately remember the instructor’s claims, information, and conclusions. Many times, instructors give verbal cues about what information is important, specific expectations about assignments, and even what material is likely to be on an exam, so careful listening can be beneficial.
YOU BECOME A BETTER FRIEND
When you give your best attention to people expressing thoughts and experiences that are important to them, those individuals are likely to see you as someone who cares about their well-being. This fact is especially true when you give your attention only and refrain from interjecting opinions, judgments, and advice.
PEOPLE WILL PERCEIVE YOU AS INTELLIGENT AND PERCEPTIVE
When you listen well to others, you reveal yourself as being curious and interested in people and events. In addition, your ability to understand the meanings of what you hear will make you a more knowledgeable and thoughtful person.
GOOD LISTENING CAN HELP YOUR PUBLIC SPEAKING
When you listen well to others, you start to pick up more on the stylistic components related to how people form arguments and present information. As a result, you have the ability to analyze what you think works and doesn’t work in others’ speeches, which can help you transform your speeches in the process. For example, really paying attention to how others cite sources orally during their speeches may give you ideas about how to more effectively cite sources in your presentation.
Answer the following questions with a peer:
1. With a partner, discuss how you find out when you haven’t been listening carefully.
2. What are some of the consequences of poor listening?
5.3 LISTENING STYLES
If listening were easy, and if all people went about it in the same way, the task for a public speaker would be much easier. Even Aristotle, as long ago as 325 BC, recognized that listeners in his audience were varied in listening style. He differentiated them as follows:
Rhetoric falls into three divisions, determined by the three classes of listeners to speeches. For of the three elements in speech-making—speaker, subject, and person addressed—it is the last one, the hearer, that determines the speech’s end and object. The hearer must be either a judge, with a decision to make about things past or future, or an observer. A member of the assembly decides about future events, a juryman about past events: while those who merely decide on the orator’s skill are observers.
Thus Aristotle classified listeners into those who would be using the speech to make decisions about past events, those who would make decisions affecting the future, and those who would evaluate the speaker’s skills. This is all the more remarkable when we consider that Aristotle’s audiences were composed exclusively of male citizens of one city-state, all prosperous property owners.
Our audiences today are likely to be much more heterogeneous. Think about the classroom audience that will listen to your speeches in this course. Your classmates come from many religious and ethnic backgrounds. Some of them may speak English as a second language. Some might be survivors of war-torn parts of the world such as Bosnia, Darfur, or northwest China. Being mindful of such differences will help you prepare a speech in which you minimize the potential for misunderstanding.
Part of the potential for misunderstanding is the difference in listening styles. In an article in the International Journal of Listening, Watson, Barker, and Weaver identified four listening styles: people, action, content, and time (1995).
PEOPLE
The people-oriented listener is interested in the speaker. People-oriented listeners listen to the message in order to learn how the speaker thinks and how they feel about their message. For instance, when people-oriented listeners listen to an interview with a famous rap artist, they are likely to be more curious about the artist as an individual than about music, even though the people-oriented listener might also appreciate the artist’s work. If you are a people-oriented listener, you might have certain questions you hope will be answered, such as: Does the artist feel successful? What’s it like to be famous? What kind of educational background does he or she have? In the same way, if we’re listening to a doctor who responded to the earthquake crisis in Haiti, we might be more interested in the doctor as a person than in the state of affairs for Haitians. Why did he or she go to Haiti? How did he or she get away from his or her normal practice and patients? How many lives were saved? We might be less interested in the equally important and urgent needs for food, shelter, and sanitation following the earthquake.
The people-oriented listener is likely to be more attentive to the speaker than to the message. If you tend to be such a listener, understand that the message is about what is important to the speaker.
ACTION
Action-oriented listeners are primarily interested in finding out what the speaker wants. Does the speaker want votes, donations, volunteers, or something else? It’s sometimes difficult for an action-oriented speaker to listen to the descriptions, evidence, and explanations with which a speaker builds his or her case.
Action-oriented listening is sometimes called task-oriented listening. In it, the listener seeks a clear message about what needs to be done and might have less patience for listening to the reasons behind the task. This can be especially true if the reasons are complicated. For example, when you’re a passenger on an airplane waiting to push back from the gate, a flight attendant delivers a brief speech called the pre-flight safety briefing. The flight attendant does not read the findings of a safety study or the regulations about seat belts. The flight attendant doesn’t explain that the content of his or her speech is actually mandated by the Federal Aviation Administration. Instead, the attendant says only to buckle up so we can leave. An action-oriented listener finds “buckling up” a more compelling message than a message about the underlying reasons.
CONTENT
Content-oriented listeners are interested in the message itself, whether it makes sense, what it means, and whether it’s accurate. When you give a speech, many members of your classroom audience will be content-oriented listeners who will be interested in learning from you. You, therefore have an obligation to represent the truth in the fullest way you can. You can emphasize an idea, but if you exaggerate, you could lose credibility in the minds of your content-oriented audience. You can advocate ideas that are important to you, but if you omit important limitations, you are withholding part of the truth and could leave your audience with an inaccurate view.
Imagine you’re delivering a speech on the plight of orphans in Africa. If you just talk about the fact that there are over forty five million orphans in Africa but don’t explain further, you’ll sound like an infomercial. In such an instance, your audience’s response is likely to be less enthusiastic than you might want. Instead, content-oriented listeners want to listen to well developed information with solid explanations.
TIME
People using a time-oriented listening style prefer a message that gets to the point quickly. Time-oriented listeners can become impatient with slow delivery or lengthy explanations. This kind of listener may be receptive for only a brief amount of time and may become rude or even hostile if the speaker expects a longer focus of attention. Time-oriented listeners convey their impatience through eye rolling, shifting about in their seats, checking their cell phones, and other inappropriate behaviors. If you’ve been asked to speak to a group of middle school students, you need to realize that their attention spans are simply not as long as those of college students. This is an important reason speeches to young audiences must be shorter or broken up by more variety than speeches to adults.
In your professional future, some of your audience members will have real time constraints, not merely perceived ones. Imagine that you’ve been asked to deliver a speech on a new project to the board of directors of a local corporation. Chances are the people on the board of directors are all pressed for time. If your speech is long and filled with overly detailed information, time-oriented listeners will simply start to tune you out as you’re speaking. Obviously, if time-oriented listeners start tuning you out, they will not be listening to your message. This is not the same thing as being a time-oriented listener who might be less interested in the message content than in its length.
IDENTIFYING YOUR LISTENING STYLE
It is important that you realize that your listening style is relational and situational. For example, if you are in a deeply committed relationship, you may be more people-oriented in your listening because you are invested in the other person’s feelings and well-being more so than the person that bags your groceries or takes your order at a restaurant. The situational context requires you to focus more on action, content, or time. In the workplace, you will respond with an action orientation and may think of your assignment as a to-do list. In an emergency, you are aware more of time and may not be as worried about the emotional feelings of the person involved but their safety. And in a final review session, you may be much more content focused while normally in class you might focus on what the professor is wearing or what the person next to you is eating. All of these examples represent the way listening styles can shift. You can think of your own listening style as fluid- but you probably recognize the one you tend to be most of the time. Would it surprise you to know that your gender may also play a part in your listening style? Males are generally action-oriented listeners, whereas women are generally more people-oriented listeners (Barker & Watson, 2000). It is key to remember that your listening preference does not equate to your ability and that you want to be able to adapt and apply different listening styles at different times.
1. In a small group, discuss what each person’s usual listening style is. Under what circumstances might you
practice a different listening style?
2. Make a list of benefits and drawbacks to each of the HUMAN COMMUNICATION: AN OPEN TEXT 135
listening styles discussed in this section.
3. As you prepare for your next speech, identify ways that you can adapt your message to each of the
listening styles noted in this section.
5.4 WHY LISTENING IS DIFFICULT
WHY LISTENING IS DIFFICULT
At times, everyone has difficulty staying completely focused during a lengthy presentation. We can sometimes have difficulty listening to even relatively brief messages. Some of the factors that interfere with good listening might exist beyond our control, but others are manageable. It’s helpful to be aware of these factors so that they interfere as little as possible with understanding the message.
NOISE
Noise is one of the biggest factors to interfere with listening; it can be defined as anything that interferes with your ability to attend to and understand a message. There are many kinds of noise, but we will focus on only the four you are most likely to encounter in public speaking situations: physical noise, psychological noise, physiological noise, and semantic noise.
H. Rayl and are available under the CC-BY 4.0 license.
PHYSICAL NOISE
Physical noise consists of various sounds in an environment that interfere with a source’s ability to hear. Construction noises right outside a window, planes flying directly overhead, or loud music in the next room can make it difficult to hear the message being presented by a speaker even if a microphone is being used. It is sometimes possible to manage the context to reduce the noise. Closing a window might be helpful. Asking the people in the next room to turn their music down might be possible. Changing to a new location is more difficult, as it involves finding a new location and having everyone get there.
PSYCHOLOGICAL NOISE
Psychological noise consists of distractions to a speaker’s message caused by a receiver’s internal thoughts. For example, if you are preoccupied with personal problems, it is difficult to give your full attention to understanding the meanings of a message. The presence of another person to whom you feel attracted, or perhaps a person you dislike intensely, can also be psycho-social noise that draws your attention away from the message.
PHYSIOLOGICAL NOISE
Physiological noise consists of distractions to a speaker’s message caused by a listener’s own body. Maybe you’re listening to a speech in class around noon and you haven’t eaten anything. Your stomach may be growling and your desk is starting to look tasty. Maybe the room is cold and you’re thinking more about how to keep warm than about what the speaker is saying. In either case, your body can distract you from attending to the information being presented.
SEMANTIC NOISE
Semantic noise occurs when a receiver experiences confusion over the meaning of a source’s word choice. While you are attempting to understand a particular word or phrase, the speaker continues to present the message. While you are struggling with a word interpretation, you are distracted from listening to the rest of the message. An example of semantic noise is a euphemism. Euphemism is diplomatic language used for delivering unpleasant information. For instance, if someone is said to be “flexible with the truth,” it might take us a moment to understand that the speaker means this person sometimes lies.
Many distractions are the fault of neither the listener nor the speaker. However, when you are the speaker, being aware of these sources of noise can help you reduce some of the noise that interferes with your audience’s ability to understand you.
5.5 STAGES OF LISTENING AND INEFFECTIVE LISTENING BEHAVIORS
Communication Elements, 9 elements of communication process Lunenburg, F. C. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, 1(1), 1-10.
As you read earlier, there are many factors that can interfere with listening, so you need to be able to manage a number of mental tasks at the same time in order to be a successful listener. Author Joseph DeVito has divided the listening process into five stages: receiving, understanding, remembering, evaluating, and responding (2000).
STAGE 1: RECEIVING
Receiving is the intentional focus on hearing a speaker’s message, which happens when we filter out other sources so that we can isolate the message and avoid the confusing mixture of incoming stimuli. At this stage, we are still only hearing the message. There are many reasons that we may not receive a message. We often refer to these as listening barriers. If we have barriers to our listening, it is important to be able to recognize them and avoid those behaviors that contribute to poor listening.
STAGE 2: UNDERSTANDING
In the understanding stage, we attempt to learn the meaning of the message, which is not always easy. For one thing, if a speaker does not enunciate clearly, it may be difficult to tell what the message was—did your friend say, “I think she’ll be late for class,” or “my teacher delayed the class”?
Even when we have understood the words in a message, because of the differences in our backgrounds and experience, we sometimes make the mistake of attaching our own meanings to the words of others. For example, say you have made plans with your friends to meet at a certain movie theater, but you arrive and nobody else shows up. Eventually, you find out that your friends are at a different theater all the way across town where the same movie is playing. Everyone else understood that the meeting place was the “west side” location, but you wrongly understood it as the “east side” location and therefore missed out on part of the fun.
The consequences of ineffective listening in a classroom can be much worse. When your professor advises students to get an “early start” on your speech, he or she probably hopes that you will begin your research right away and move on to developing a thesis statement and outlining the speech as soon as possible. However, students in your class might misunderstand the instructor’s meaning in several ways. One student might interpret the advice to mean that as long as she gets started, the rest of the assignment will have time to develop itself. Another student might instead think that to start early is to start on the Friday before the Monday due date instead of Sunday night.
So much of the way we understand others is influenced by our own perceptions and experiences. Therefore, at the understanding stage of listening, we should be on the lookout for places where our perceptions might differ from those of the speaker.
STAGE 3: REMEMBERING
Remembering begins with listening; if you can’t remember something that was said, you might not have been listening effectively. The most common reason for not remembering a message after the fact is because it wasn’t really learned in the first place. However, even when you are listening attentively, some messages are more difficult than others to understand and remember. Highly complex messages that are filled with detail call for highly developed listening skills. Moreover, if something distracts your attention even for a moment, you could miss out on information that explains other new concepts you hear when you begin to listen fully again.
It’s also important to know that you can improve your memory of a message by processing it meaningfully—that is, by applying it in ways that are meaningful to you. Instead of simply repeating a new acquaintance’s name over and over, for example, you might remember it by associating it with something in your own life. “Emily,” you might say, “reminds me of the Emily I knew in middle school,” or “Mr. Impiari’s name reminds me of the Impala my father drives.”
Finally, if understanding has been inaccurate, recollection of the message will also be inaccurate.
STAGE 4: EVALUATING
The fourth stage in the listening process is evaluating or judging the value of the message. We might be thinking, “This makes sense” or, conversely, “This is very odd.” Because everyone embodies biases and perspectives learned from widely diverse sets of life experiences, evaluations of the same message can vary widely from one listener to another. Even the most open-minded listeners will have opinions of a speaker, and those opinions will influence how the message is evaluated. People are more likely to evaluate a message positively if the speaker speaks clearly, presents ideas logically, and gives reasons to support the points made.
Unfortunately, personal opinions sometimes result in prejudiced evaluations. Imagine you’re listening to a speech given by someone from another country and this person has an accent that is hard to understand. You may have a hard time simply making out the speaker’s message. Some people find a foreign accent to be interesting or even exotic, while others find it annoying or even take it as a sign of ignorance. If a listener has a strong bias against foreign accents, the listener may not even attempt to attend to the message. If you mistrust a speaker because of an accent, you could be rejecting important or personally enriching information. Good listeners have learned to refrain from making these judgments and instead to focus on the speaker’s meanings.
STAGE 5: RESPONDING
Responding—sometimes referred to as feedback—is the fifth and final stage of the listening process. It’s the stage at which you indicate your involvement.
Almost anything you do at this stage can be interpreted as feedback. For example, you are giving positive feedback to your instructor if at the end of the class you stay behind to finish a sentence in your notes or approach the instructor to ask for clarification. The opposite kind of feedback is given by students who gather their belongings and rush out the door as soon as class is over.
Formative Feedback
Not all response occurs at the end of the message. Formative feedback is a natural part of the ongoing transaction between a speaker and a listener. As the speaker delivers the message, a listener signals his or her involvement with focused attention, note-taking, nodding, and other behaviors that indicate understanding or failure to understand the message. These signals are important to the speaker, who is interested in whether the message is clear and accepted or whether the content of the message is meeting the resistance of preconceived ideas. Speakers can use this feedback to decide whether additional examples, support materials, or explanation is needed.
Summative Feedback
Summative feedback is given at the end of the communication. When you attend a political rally, a presentation given by a speaker you admire, or even a class, there are verbal and nonverbal ways of indicating your appreciation for or your disagreement with the messages or the speakers at the end of the message. Maybe you’ll stand up and applaud a speaker you agreed with or just sit staring in silence after listening to a speaker you didn’t like. In other cases, a speaker may be attempting to persuade you to donate to a charity, so if the speaker passes a bucket and you make a donation, you are providing feedback on the speaker’s effectiveness. At the same time, we do not always listen most carefully to the messages of speakers we admire. Sometimes we simply enjoy being in their presence, and our summative feedback is not about the message but about our attitudes about the speaker. If your feedback is limited to something like, “I just love your voice,” you might be indicating that you did not listen carefully to the content of the message.
There is little doubt that by now, you are beginning to understand the complexity of listening and the great potential for errors. By becoming aware of what is involved with active listening and where difficulties might lie, you can prepare yourself both as a listener and as a speaker to minimize listening errors with your own public speeches.
INEFFECTIVE LISTENING BEHAVIORS
At times, the barriers to effective listening (i.e., why listening is difficult) cause us to engage in ineffective listening behaviors. When our goal is to create shared meaning with others, these behaviors interrupt this process.
Pseudo-listening– pretending to listen and appears attentive but is not listening to understand or interpret the information (listeners may respond with a smile, head-nod, or even a minimal verbal acknowledgment but are ignoring or not attending).
Selective Listening– selecting only the information that the listeners identify as relevant to their own needs or interests (listeners may have their own agenda and disregard topics if they do not align with their current attitudes or beliefs).
Insulated Listening– ignoring or avoiding information or certain topics of conversation (the opposite of selective listening).
Defensive Listening– taking innocent comments as personal attacks (listeners misinterpret or project feelings of insecurity,jealousy, and guilt, or lack of confidence in the other person).
Insensitive Listening– listening to information for its literal meaning and disregarding the other person’s feeling and emotions (listeners rarely pick-up on hidden meanings or subtle nonverbal cues and have difficulty expressing sympathy and empathy).
Stage Hogging– listening to express one’s own ideas or interests and be the center of attention (listeners often plan what they are going to say or interrupt while the other person is talking).
Ambushing– careful and attentive listening to collect information that can be used against the other person as an attack (listeners question, contradict, or oppose the other person to trap them or use their own words against them).
Multitasking– listening without full attention while attempting to complete more than one task at a time (listeners are actually “switch tasking” and your brain is switching from one task to another rapidly and the information is lost). Review the article from the NPR broadcast, “Think You’re Multitasking? Think Again” (Hamilton,2008).
5.6 LISTENING CRITICALLY AND ETHICALLY
As a student, you are exposed to many kinds of messages. You receive messages conveying academic information, institutional rules, instructions, and warnings; you also receive messages through political discourse, advertisements, gossip, jokes, song lyrics, text messages, invitations, web links, and all manners of communication. You know it’s not all the same, but it isn’t always clear how to separate the truth from the messages that are misleading or even blatantly false. Nor is it always clear which messages are intended to help the listener and which ones are merely self-serving for the speaker. Part of being a good listener is to learn when to use caution in evaluating the messages we hear.
Critical listening in this context means using careful thinking and reasoning to see whether a message makes sense in light of factual evidence.
Critical listening can be learned with practice but is not necessarily easy to do. Some people never learn this skill; instead, they take every message at face value even when those messages are in conflict with their knowledge. Problems occur when messages are repeated to others who have not yet developed the skills to discern the difference between a valid message and a mistaken one. Critical listening can be particularly difficult when the message is complex. Unfortunately, some speakers may make their messages intentionally complex to avoid critical scrutiny. For example, a city treasurer giving a budget presentation might use very large words and technical jargon, which make it difficult for listeners to understand the proposed budget and ask probing questions.
IMPROVE CRITICAL LISTENING
Critical listening is first and foremost a skill that can be learned and improved. Recognizing the Difference between Facts and Opinions Senator Daniel Patrick Moynihan is credited with saying, “Everyone is entitled to their own opinions, but they are not entitled to their own facts.” Part of critical listening is learning to separate opinions from facts, and this works two ways: critical listeners are aware of whether a speaker is delivering a factual message or a message based on opinion, and they are also aware of the interplay between their own opinions and facts as they listen to messages.
In American politics, the issue of health care reform is heavily laden with both opinions and facts, and it is extremely difficult to sort some of them out. A clash of fact versus opinion happened on September 9, 2010, during President Obama’s nationally televised speech to a joint session of Congress outlining his health care reform plan. In this speech, President Obama responded to several rumors about the plan, including the claim “that our reform effort will insure illegal immigrants. This, too, is false—the reforms I’m proposing would not apply to those who are here illegally.” At this point, one congressman yelled out, “You lie!” Clearly, this congressman did not have a very high opinion of either the health care reform plan or the president. However, when the nonpartisan watch group Factcheck.org examined the language of the proposed bill, they found that it had a section titled “No Federal Payment for Undocumented Aliens.”
Often when people have a negative opinion about a topic, they are unwilling to accept facts. Instead, they question all aspects of the speech and have a negative predisposition toward both the speech and the speaker. This is not to say that speakers should not express their opinions. Many of the greatest speeches in history include personal opinions. Consider, for example, Martin Luther King Jr.’s famous “I Have a Dream” speech, in which he expressed his personal wish for the future of American society. Critical listeners may agree or disagree with a speaker’s opinions, but the point is that they know when a message they are hearing is based on opinion and when it is factual.
UNCOVERING ASSUMPTIONS
If something is factual, supporting evidence exists. However, we still need to be careful about what evidence does and does not mean. Assumptions are gaps in a logical sequence that listeners passively fill with their own ideas and opinions and may or may not be accurate. When listening to a public speech, you may find yourself being asked to assume something is a fact when in reality many people question that fact. For example, suppose you’re listening to a speech on weight loss. The speaker talks about how people who are overweight are simply not motivated or lack the self-discipline to lose weight. The speaker has built the speech on the assumption that motivation and self-discipline are the only reasons why people can’t lose weight. You may think to yourself, what about genetics?
By listening critically, you will be more likely to notice unwarranted assumptions, which may prompt you to question the speaker if questions are taken or to do further research to examine the validity of the speaker’s assumptions. If, however, you sit passively by and let the speaker’s assumptions go unchallenged, you may find yourself persuaded by information that is not factual. When you listen critically, you might hear information that appears unsupported by evidence. You shouldn’t accept that information unconditionally.
FACTS VS. ASSUMPTIONS
Facts are verified by clear, unambiguous evidence. Assumptions are not supported by evidence.
Human progress has been possible, sometimes against great odds, because of the mental curiosity and discernment of a few people. In the late 1700’s when the technique of vaccination to prevent smallpox was introduced, it was opposed by both medical professionals and everyday citizens who staged public protests. More than two centuries later, vaccinations against smallpox, diphtheria, polio, and other infectious diseases have saved countless lives, yet popular opposition continues. Listeners should always be open to new ideas. We are not suggesting that you have to agree with every idea that you are faced with in life; rather, we are suggesting that you at least listen to the message and then evaluate the message.
TAKE NOTES
Note-taking is a skill that improves with practice. You already know that it’s nearly impossible to write down everything a speaker says. In fact, in your attempt to record everything, you might fall behind and wish you had divided your attention differently between writing and listening. Careful, selective note-taking is important because we want an accurate record that reflects the meanings of the message. However much you might concentrate on the notes, you could inadvertently leave out an important word, such as “not,” and undermine the reliability of your otherwise carefully written notes. Instead, if you give the same care and attention to listening, you are less likely to make that kind of a mistake.
It’s important to find a balance between listening well and taking good notes. Many people struggle with this balance for a long time. For example, if you try to write down only key phrases instead of full sentences, you might find that you can’t remember how two ideas were related. In that case, too few notes were taken. At the opposite end, extensive note-taking can result in a loss of emphasis on the most important ideas.
To increase your critical listening skills, continue developing your ability to identify the central issues in messages so that you can take accurate notes that represent the meanings intended by the speaker.
LISTENING ETHICALLY
Ethical listening rests heavily on honest intentions. We should extend to speakers the same respect we want to receive when it’s our turn to speak. We should be facing the speaker with our eyes open. We should not be checking our cell phones. We should avoid any behavior that belittles the speaker or the message. Scholars Stephanie Coopman and James Lull emphasize the creation of a climate of caring and mutual understanding, observing that “respecting others’ perspectives is one hallmark of the effective listener.” Respect, or unconditional positive regard for others, means that you treat others with consideration and decency whether you agree with them or not. Professors Sprague, Stuart, and Bodary (2012) also urge us to treat the speaker with respect even when we disagree, don’t understand the message, or find a conversation boring. This doesn’t mean we must accept everything we hear; however, ethically we should refrain from trivializing each others’ concerns. We have all had the painful experience of being ignored or misunderstood. This is how we know that one of the greatest gifts one human can give to another is listening.
COMMUNICATION CODE OF ETHICS
In 1999, the National Communication Association officially adopted the Credo for Ethical Communication. Ultimately, the NCA Credo for Ethical Communication is a set of beliefs communication scholars have about the ethics of human communication Questions of right and wrong arise whenever people communicate. Ethical communication is fundamental to responsible thinking, decision making, and the development of relationships and communities within and across contexts, cultures, channels, and media. Moreover, ethical communication enhances human worth and dignity by fostering truthfulness, fairness, responsibility, personal integrity, and respect for self and others. We believe that unethical communication threatens the quality of all communication and consequently the well-being of individuals and the society in which we live. Therefore we, the members of the National Communication Association, endorse and are committed to practicing the following principles of ethical communication:
▪ We advocate truthfulness, accuracy, honesty, and reason as essential to the integrity of communication.
▪ We endorse freedom of expression, diversity of perspective, and tolerance of dissent to achieve the informed and responsible decision making fundamental to a civil society.
▪ We strive to understand and respect other communicators before evaluating and responding to their messages.
▪ We promote access to communication resources and opportunities as necessary to fulfill human potential and contribute to the well being of families, communities, and society.
▪ We promote communication climates of caring and mutual understanding that respect the unique needs and characteristics of individual communicators.
▪ We condemn communication that degrades individuals and humanity through distortion, intimidation, coercion, and violence, and through the expression of intolerance and hatred.
▪ We are committed to the courageous expression of personal convictions in pursuit of fairness and justice.
▪ We advocate sharing information, opinions, and feelings when facing significant choices while also respecting privacy and confidentiality.
▪ We accept responsibility for the short- and long-term consequences of our own communication and expect the same of others.
Summary
Prior to this chapter, you may not have thought of listening as a skill or even something that we can improve upon. Hopefully, you now have a deeper understanding of the role that effective listening plays in our professional, personal and even public lives. Listening is an intentional act that requires effort on our part and respect for others. It is also beneficial for us to understand others’ listening styles so that we can be more effective in how we speak with or address them. Listening critically requires us to suspend our judgment of others or others’ ideas and understand their point of view before coming to our own conclusions. Indeed, listening is an inherently ethical act in which we recognize and acknowledge one another.
DISCUSSION QUESTIONS
1. How does listening behavior affect the quality of our personal relationships? If someone that you are in a relationship with changes the way they listen to you, how might that affect the relationship in a positiveway?
2. After reading this chapter, in what ways will you consider improving your own listening behaviors?
3. In what ways does critical listening impact our professional relationships?
Key Word
• ambushing
• critical listening
• defensive listening
• ethical listening
• insulated listening
• listening vs. hearing
• listening styles
• multitasking
• insensitive listening
• physical noise
• psychological noise
• physiological noise
• pseudo-listening
• selective listening
• semantic noise
• stage hogging
REFERENCES
Bank, J. (2009). Cost of illegal immigrants. Ask Factcheck. Retrieved from http://www.factcheck.org/2009/04/cost-of-illegal immigrants/
Cooperman, S. & Lull, J. (2012). Public speaking: The evolving art (3rd ed.). Boston, MA: Cengage Learning.
DeVito, J. A. (2000). The elements of public speaking (7th ed.). Boston, MA: Addison Wesley Longman, Inc.
Hamilton, J. (2008, October 2). Think you’re multitasking? Think again. Retrieved from http://www.npr.org/templates/story/ story.php?storyId=95256794
Jarvis, T. (2009, November). How to talk so people really listen: Four ways to make yourself heard. O Magazine. Retrieved from: http://www.oprah.com/money/Communication-Skills-How-to Make-Yourself-Heard.
NCA. (1999). NCA credo for ethical communication [PDF file]. Retrieved from https://www.natcom.org/sites/default/files/pages/1999_Public_Statements_NCA_Credo_for_Ethical_Communication_ November.pdf
Watson, K., Barker, L., and Weaver, J. (1995). The listening styles profile (LSP-16): Development and validation of an instrument to assess four listening styles. International Journal of Listening,9(1).
Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/ 10904018.1995.10499138.
Components of some images were retrieved from Pixaby and were CC0.
• Smileys
• Person with gears
• Ear
All images not credited otherwise were created by H. Rayl and are available under the CC-BY 4.0 license.
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oercommons
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Terri Johnson
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Micrograph Escherichia coli and Mycobacterium smegmatis acid fast 1000X p000070
Overview
This micrograph was taken at 1000X total magnifcation on a brightfield microscope. The subject is Escherichia coli cells and Mycobacterium smegmatis cells grown separately in broth culture at 37 degrees Celsius. The cells were heat-fixed to a slide and acid-fast stained using the Ziehl-Neelsen method prior to visualization. M. smegmatis (acid-fast) stains pink with carbol fuchsin. E.coli (non-acid-fast) stains blue with methylene blue counterstain.
Image credit: Emily Fox
Micrograph
Light background with many blue rods and clumped, pink rods.
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oercommons
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Diagram/Illustration
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English 1020: Introduction to Literature
Overview
Thank you for visiting our Tennessee Board of Regents OER Grant English 1020: Introduction to Literature course. The pilot launched in spring 2023. This Walters State Community College composition course focuses on reading and analyzing poetry, drama, and short stories. The course has been designed with Quality Matters standards, Universal Design for Learning concepts, Growth Mindset fundamentals, and Lumen Circles concepts.
English 1020: Introduction to Literature
English 1020: Introduction to Literature
Tennessee Board of Regents Open Education Resources Grant Course Overview
This Tennessee Board of Regents OER Grant English 1020: Introduction to Literature course is a spring 2023 pilot.
Below is an overview of activities, assignments, materials in the course, and management tips.
The course is designed for a face-to-face, on-campus course or a desktop delivery (Teams or Zoom), but can be modified for online or hybrid.
Contact kay.heck@ws.edu if you have any questions.
Getting Started Module
- Intro to course and course management
- Pretest
- Academic Integrity Contract
- Getting Started Module Quiz
- Introduction Discussion Board
Writing about Literature Module
- Tips for titles, introduction, body paragraphs, and conclusion
- Instructor to review with class to prep for Beginner Poetry Analysis (like a sample poetry paper)
- Writing about Literature Module Quiz
Writing about Poetry Module
- Instructor to review tips, tools, and examples for writing an essay about poetry
- Sample poems: C. S. Lewis "As the Ruin Falls" and Robert Frost "The Road Not Taken"
- Instructor to review with class to prep for Beginner Poetry Analysis
- Writing about Poetry Module Quiz
Beginner Poetry Analysis
- Instructor reviews module to prep for assignment
- Beginner Poetry Analysis Final
- Poetry reading: Jimmy Carter's "I Wanted to Share My Father's World"
- Instructor can provide feedback how you wish. There is a table rubric to show students the grade breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
Advanced Poetry Analysis
- Poetry Readings Quiz 1
- Instructor assigns for homework and have quiz in class.
- James Still "Heritage"
- Ryle Rawlings "Perfection's Burdens" (from writing competition anthology)
- Langston Hughes "Mother to Son"
- Poetry Readings Activity 1
- This follows the quiz.
- In-class small group discussions of poems from readings/quiz.
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work to dropbox.
- Instructor will put authors/works on board for students to sign up. Depending on class size, may have more than 1 group for a poem.
- Instructor will play audio or video before each group presents.
- Poetry Readings Quiz 2
- Instructor assigns for homework and have quiz in class.
- Theodore Roethke "My Papa's Waltz"
- Robert Hayden "Those Winter Sundays"
- Alice Dunbar-Nelson "I Sit and Sew"
- Willa Cather "Fides, Spes"
- Poetry Readings Activity 2
- This follows the quiz.
- In-class small group discussions of poems from readings/quiz
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work to dropbox.
- Instructor will put authors/works on board for students to sign up or put students in small groups. Depending on class size, may have more than 1 group for a poem.
- Instructor will play audio or video of poem before each group presents.
- Poetry Readings Quiz 3
- Instructor assigns for homework and have quiz in class.
- Dylan Thomas "Do Not Go Gentle into That Good Night"
- Pablo Neruda "Tonight I Can Write (The Saddest Lines)"
- Alfred, Lord Tennyson from In Memoriam A. H. H. (Part V)
- The Greatest Showman "This Is Me"
- Poetry Readings Activity 3
- This follows the quiz.
- In-class small group discussions of poems from readings/quiz
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work.
- Instructor will put authors/works on board for them to sign up or assign small groups. Depending on class size, may have more than 1 group for a poem.
- Instructor will play audio or video before each group presents.
- Discussion Board
- Each student proposes thesis and reflects on chosen character.
- Each student replies to 2 classmates.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Draft
- Instructor can provide feedback how you wish. There is a table rubric to show them the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Instructor can provide feedback how you wish. There is a table rubric to show them the breakdown.
- Final
- Provide feedback with eLearn rubric.
Drama Analysis
- Drama Reading Quiz 1
- Instructor assigns for homework and have quiz in class.
- The Glass Menagerie, scenes 1-4
- Drama Reading Activity 1
- This follows the quiz.
- In-class small group discussions of Tom, Amanda, and Lora from reading/quiz
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work to dropbox.
- Instructor will take time to look at key scenes from provided film version during the week.
- Instructor will put characters on board for students to sign up or assign small groups. Depending on class size, may have more than 1 group for a character.
- Drama Reading Quiz 2
- Instructor assigns for homework and have quiz in class.
- The Glass Menagerie, scenes 5-7
- Drama Reading Activity 2
- This follows the quiz.
- In-class small group discussions of Jim and play.
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work to dropbox.
- Instructor should plan some time to look at key scenes from provided film version during the week.
- Discussion Board
- Each student proposes thesis and reflects on chosen character.
- Each student replies to 2 classmates.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Draft
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- Final
- Instructor can provide feedback with eLearn rubric.
Short Story Analysis
- Short Story Readings 1 Quiz
- Instructor assigns for homework and have quiz in class.
- Guy de Maupassant "The Necklace"
- Edgar Allan Poe "The Cask of Amontillado"
- Short Story Readings Activity 1
- This follows the quiz.
- In-class small group discussions of characters
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work in dropbox.
- Instructor can play some of the provided audio resources if you wish.
- Short Story Readings Quiz 2
- Instructor assigns for homework and have quiz in class.
- Kate Chopin "The Story of an Hour"
- William Faulkner "A Rose for Emily"
- Short Story Readings Activity 2
- This follows the quiz.
- In-class small group discussions of characters (sign up on board, or instructor can assign small groups)
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work.
- Instructor can play some of the provided audio resources if you wish.
- Short Story Readings Quiz 3
- Instructor assigns for homework and have quiz in class.
- Eudora Welty "A Worn Path"
- Shirley Jackson "The Lottery"
- Short story Readings Activity 3
- This follows the quiz.
- In-class small group discussions of characters (students sign up, or instructor can assign small groups)
- One student from group submits shared doc to dropbox — not graded in dropbox, just quick written feedback for grade item in grades for group that is copied for each person on team.
- Those absent can submit makeup work.
- Instructor can play some of the provided audio resources if you wish.
- Discussion
- Each student proposes thesis and reflects on chosen character.
- Each student replies to 2 classmates.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Database Source
- Review instructions on how to do a library database source search including videos from librarian.
- Instructor can provide feedback how you wish. There is a table rubric to show students the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Draft
- Instructor to review instructions and requirements on the draft.
- Instructor can provide feedback how you wish. There is a table rubric to show them the breakdown.
- The eLearn rubric is set to draft and not connected to the assignment. It is there if you wish to publish and use.
- Final
- Instructor to review requirements for draft.
- Instructor can provide feedback with eLearn rubric.
- Other modules include Grammar Resources and MLA Resources.
For instructors at WSCC, the assessments are hidden from student view until you are ready to make them visible to the class.
For the OER Commons or Tennessee Open Education hub visitors, please keep in mind the assessments such as pretest, quizzes, and posttest are hidden from view to protect assessment integrity. Contact an OER grant team member for info about assessments.
Welcome to our English 1020: Composition II course.
Our semester will be filled with the magic of literature through poetry, drama, and short story.
An OER course is designed for students:
- to help you financially
- to reduce your stress
- to have access to the class materials on the first day
- to start you and everyone else out on an equitable playing field
- to provide you with a rich diversity of materials, videos, audio, and resources that go beyond a standard textbook
- to help you manage the course better
- to be part of a state movement to offer low cost courses which can increase your success, retention, and graduation
Our hope is that you will have a positive experience, and at the end, you will let us know what is working well, what needs attention, and what you suggest to make it even better.
WSCC English Department Tennessee Board of Regents OER Grant Team
- Associate Professor of English Christopher Morelock, English Department Chair, Morristown Campus
Christopher.Morelock@ws.edu - Associate Professor of English Kay Heck and Quality Matters Coordinator, Sevier Campus
Kay.Heck@ws.edu - Dr. Jennifer Mayes, Instructor of English and English Learning Lab, Newport Center and Morristown Campus
JenniferMayes@ws.edu
Credits:
Book cover: Photo by Charl Folscher on Unsplash
Welcome Visual: Photo by Dollar Gill on Unsplash
Course Description
A composition course emphasizing documented critical writing, based on an introduction to fiction, drama, and poetry.
Prerequisite: English 1010: Composition I
Offered: Fall, spring, and summer
Syllabus Learning Outcomes/Objectives
- apply ENGL 1010 planning, organizing, drafting, revising and editing skills to the writing of literary argument papers in ENGL 1020
- read closely primary and secondary sources and understand them at interpretive and evaluative levels in preparation for writing about them
- distinguish among opinions, facts, inferences, and persuasive approaches in primary and secondary sources
- formulate thesis sentences based on readings of primary and/or secondary sources, to select material from them to support the thesis, and to write papers with well-developed ideas supporting the thesis
- use appropriate rhetorical patterns, such as comparison/contrast and argumentation, to demonstrate an understanding of the elements of fiction, poetry and drama in coherent essays which develop literary arguments from process to product
- manage, coordinate, and document primary and secondary sources according to MLA style in solving problems and arriving at decisions in the writing process
- compose papers using correct diction, syntax, usage, grammar, and mechanics
Course Materials Common Cartridge Zip File
The Brightspace Common Cartridge zip file is an export from our WSCC English 1020: Composition II pilot Open Education Resource (OER) course.
This course was inspired by a Tennessee Board of Regents OER grant.
Instructors can import the zip file into an existing section of their LMS course or have their Instructional Design department create a LMS course shell for the import. Then, instructors can copy the OER content into their course section.
Feel free to modify as you wish.
We hope both you and your students enjoy the content, activities, writing assignments, resources, and benefits of OER.
Sample Created Resource
Understanding Characters & Thesis Book Creator
Transcript of Video in Book Creator
This free interactive online tool with a "Read to Me" feature assists students in how to gather evidence and compose a thesis for their drama character analysis.
Students can also consult the book in the Short Story Analysis module for their short story character analysis.
Sample from Writing about Literature Module
Introduction
Your opening paragraph is a key part of your literary analysis essay. If the readers are not pulled into your paper with the first sentence, they may not continue. If the readers are not prepared for your thesis, they may not understand the purpose of your paper. Take time to carefully craft your beginning paragraph.
Basic Parts
There are 3 basic parts of an introduction:
- Grab the readers with your opening statement. The first sentence is crucial to pulling the readers into your paper. The first sentence should not be the thesis. The readers are not ready for your main point yet. Think carefully about how you can grab the readers' attention to keep reading. Read this sentence aloud to see how it sounds.
- Connect with the readers and prepare them for the thesis. After you grab the readers, your goal is to get them ready to receive the thesis at the end of the paragraph. What you say after the grabbing opening should connect with the readers about the topic and prepare them for the thesis. This part makes a transition from the grabbing opening and provides context.
- State your thesis at the end of the paragraph. See the separate thesis item for including the author, title, and your main point. This way, the readers are ready after you do the introduction parts 1 and 2. Putting your thesis last in the introduction paragraph is a prime location, so readers can't miss it. They will then move to your first body paragraph which starts to prove the thesis.
Famous Introductions
Some first sentences have become classics. Here are examples of great openings.
- "There was a boy called Eustace Clarence Scrubb, and he almost deserved it." —C. S. Lewis, The Voyage of the Dawn Treader (1952)
- "Gregory Samsa woke from uneasy dreams one morning to find himself changed into a giant bug." --Franz Kafka, The Metamorphosis (1915)
- "It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife." —Jane Austen, Pride and Prejudice (1813)
- "It was a bright cold day in April, and the clocks were striking thirteen." —George Orwell, 1984 (1949)
- "Happy families are all alike; every unhappy family is unhappy in its own way." —Leo Tolstoy, Anna Karenina (1877)
- "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair." —Charles Dickens, A Tale of Two Cities (1859)
- "I am an invisible man." --Ralph Ellison, Invisible Man (1952)
You can see more famous openings by visiting the "100 Best First Lines" from American Book Review.
Online Resources
This video is from the Writing Center at the University of Maryland University College. Click on the closed-captions ("cc" symbol) for text.
Here is the Modern Language Arts (MLA) format for this source:
Taylor, David. "How to Write an Introduction Paragraph for Your Essay." YouTube, 21 Jan. 2009, http://youtu.be/clPtbFT23Bs.
This helpful and entertaining video is from Shmoop. Click on the closed-captions ("cc" symbol) for text.
Here is the Modern Language Arts (MLA) format for this source:
Shmoop. "Writing Grabby Intro Sentences." YouTube, 25 Mar. 2014, https://youtu.be/Rkefst9D6n0.
Sample Drama Activity
Drama Reading Activity 1
To show your understanding of the drama reading and develop your drama analysis skills, sign up on the board for a specific character from the first half of the play to discuss as a group.
We will focus on 3 characters from the first half of the play. More than one group may be looking at the same character to give us different perspectives.
- Tom
- Amanda
- Laura
This process will help you choose which work you may want to explore more in the Drama Analysis paper.
We will study the text of the play and also interpret the characters on a higher critical thinking level by relating them to a song or visual.
Instructions
You can share a Google doc, or someone in the group can be the notetaker in a Word document.
This is a group activity completion grade of 5 points.
As a team, use the play to examine the character and answer the following questions:
- Who are your group members?
- Who is your author?
- Who is your character?
- What are all the traits of the character you can think of?
- Which trait do you think is the character's most dominant? (The one we see and/or hear the most?)
- What quote that supports the character's dominant trait from what Williams says in the stage directions (see the italics)? Tell us what page in the play.
- What quote supports the character's dominant trait from what the character says? Tell us what page in the play.
- What quote supports the character's dominant trait from what another character says? Tell us what page in the play.
- What quote supports the character's dominant trait from their actions? This can also be what they say, what Williams shows in the stage directions, or what other characters say. Tell us what page in the play.
- What is a song that has something in common with this character's dominant trait? Or, you may choose to select a visual to represent your character's dominant trait either in your doc or drawn on the board.
- If you draw on the board, just put a note in your doc that your visual of _______ (give us a hint) is on the board.
- Or, if you embed the image in your doc, the professor can share with the class from your dropbox doc.
- What is a take-away message we can learn from the character? In other words, what is a life lesson Williams might be showing us through the character about how to live (or not live) life?
Dropbox
Submit your doc to this Drama Activity 1 dropbox.
Save the file name with your names, course, section, professor's last name, and DA1.
DA1 stands for Drama Activity 1.
Docs should be PDF, Word, or Rich Text Format.
Only 1 person should submit to the dropbox.
Absent?
If you miss this day of class, you can submit a solo document to the dropbox.
Save with your name, course, section, professor's last name, and DA1 Makeup.
Sample from Writing about Poetry Tips
Examine Title
One way to understand a poem is to start with the title.
Sometimes, the author will give you a clue.
For example, in "As the Ruin Falls, (opens in a new window)" C. S. Lewis has some powerful wording which creates an image in the readers' minds.
You might ask yourself these questions when reading just the title:
- Why does Lewis use the word "ruin"?
- Does he mean something from a long time ago?
- Does he mean something that needs to be torn down to build something new?
- Does he mean something that has been neglected and should have been looked after better?
- Could this be a metaphor (opens in a new window) for something he valued or even himself?
- Does he mean something from a long time ago?
- Why does Lewis use the verb "falls"?
- Does he suggest something is crumbling?
- Does he suggest this needed to happen to do away with the old and build something new and stronger?
- Does he mean symbolically that his life is falling apart?
- Does he suggest something is ending?
- Does he suggest something is crumbling?
What can you tell from just the titles of these poems and songs?
"Phenomenal Woman" by Maya Angelou
"Save Your Tears" by Ariana Grande
"Where the Sidewalk Ends" by Shel Silverstein
"Let America Be America Again" by Langston Hughes
"The Rose That Grew from Concrete" by Tupac Shakur
"Do Not Stand at My Grave and Weep" by Mary Frye
"No Man Is an Island" by John Donne
"More Than My Hometown" by Morgan Wallen
"Not Waving but Drowning" by Stevie Smith
"A Dream Lies Dead" by Dorothy Parker
"There Will Come Soft Rains" by Sara Teasdale
"Rain on Me" by Lady Gaga
As you look at the poem you are writing about, what does the author reveal in the title?
Sample Poetry Activity
Poetry Readings Activity 1
To show your understanding of the poetry readings and develop your poetry analysis skills, sign up on the board for a specific poem to discuss as a group.
This process will help you choose which work you may want to explore more in the Advanced Poetry Analysis paper.
We will study the text of the poem and also interpret the work on a higher critical thinking level by relating it to an image or song.
See the Poetry Readings and Resources section of the Advanced Poetry Analysis module:
- James Still's "Heritage"
- Rylie Rawlings "Perfection's Burdens (from WS online anthology)
- Langston Hughes "Mother to Son"
The instructor will play the audio or video of the work in class before your team presents.
Instructions
You can share a Google doc, or someone in the group can be the notetaker in a Word document.
This is a group activity completion grade of 5 points.
As a team, examine the poem and answer the following questions:
- Who are your group members?
- Who is your author?
- What is the title of your poem?
- What do you think the title tells us before we start the poem?
- What are themes (topics) in the poem?
- What is a literal meaning (surface meaning) of the poem?
- What seems to be a figurative meaning (deeper meaning) of the poem}?
- What are 2 passages that stand out to you and why?
- What do you think is a relevant message we can learn from the poem and apply to our lives? (What does the author seem to be saying to us today?)
- Choose a visual or a song that represents your poem and explain why (for song, share some lyrics that relate).
- You may include your visual in your doc, or group member(s) may draw on the board.
- If you draw on the board, put a note in your doc to "See drawing of _____ on board" and mention what it is.
- If you embed the image in your doc, the professor can share your doc from the dropbox.
Dropbox
Submit your doc to this Poetry Readings Activity 1 dropbox.
Save the file name with your names, course, section, professor's last name, and PRA1.
PRA1 stands for Poetry Readings Activity 1.
Docs should be PDF, Word, or Rich Text Format.
Only 1 person should submit to the dropbox.
Absent?
If you miss this day of class, you can submit a solo document to the dropbox.
Save with your name, course, section, professor's last name, and PRA1 Makeup.
Alignment
Our OER English 1020: Composition II aligns with national standards, frameworks, and concepts conducive to student rentention, active learning, student engagment, course navigation, and student success.
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oercommons
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2025-03-18T00:35:10.776573
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Language, Grammar and Vocabulary
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99701/overview",
"title": "English 1020: Introduction to Literature",
"author": "Higher Education"
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https://oercommons.org/courseware/lesson/100309/overview
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Factoring Super-Quiz
Overview
A hands-on class activity to teach factoring to algebra students.
Factoring Super-Quiz
One of the hardest things to teach in an Algebra class is Factoring. Students are not used to a subject that requires so much hands-on practice to master. They often fail to master the topic because they are not successful in the first few attempts and they assume this means they will never learn the topic. A self-fulling prophecy if there ever was one!
I have found great success with the attached activity. It involves a combination of things that are often hard to combine. It requires the students to move around the classroom talking to their peers while at the same time is also places personal responsibility on each student to produce an answer that others can depend on. It is challenging and fun and organized and chaotic. It also seem to break the ice with Factoring and generate the energy needed for students to practice it enough to master it.
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oercommons
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2025-03-18T00:35:10.794513
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01/29/2023
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100309/overview",
"title": "Factoring Super-Quiz",
"author": "Mike Adams"
}
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https://oercommons.org/courseware/lesson/96125/overview
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Linear Approximation and Tangent Planes: Calculus 3 Project by Abigail Powsner
Overview
This Project has been completed as part of a standard 10 weeks Calculus 3 asynhronous online course with optional office hours during Summer 2022 semester at MassBay Community College, Wellesley Hills, MA.
Summary
Author: Abigail Powsner
Instructor: Igor V Baryakhtar
Subject: Calculus 3
Course number: MA 202-700
Course type: Asynhronous online
Semester: Summer 2022, 10 weeks
College: MassBay Comminity College, MA
Tags: Calculus, Project Based learning, Active Learning
Language: English
Media Format: html
License: CC-BY 4.0
All project content created by Abigail Powsner
Content added to OER Commons by Igor V Baryakhtar
Linear Approximation and Tangent Planes
In earlier sections of Calculus, tangent lines were discussed. When you think of a function on a graph, there is a tangent line that touches the function. This is similar to what we are learning now, but instead, these tangent lines become tangent planes. When solving for tangent planes or lines, linear approximation can be used in this process.
Tangent planes are different compared to tangent lines because instead of thinking of a two-dimensional graph, tangent planes apply to three-dimensional graphs. Here is what a tangent line looks like: (the blue line)
(Dawkins)
There is usually only one tangent line, but now there is the possibility of having multiple tangent planes because it is being applied to three-dimensional graphs. Tangent planes are tangent to their graph and just touch the three-dimensional graph (Khan Academy). Here is what a tangent plane looks like: (gray plane)
(Khan Academy)
According to the Calculus Volume 3 textbook, the equation used to find tangent planes is: z = f(x0, y0) + fx(x0, y0)(x-x0) + fy(x0, y0)(y-y0) . This is specifically when S is a surface defined by z = f(x,y), which is a differentiable function. This equation gives the tangent plane to S at P0 when P0 = (x0, y0) is a point in the domain f (Gilbert & Herman, 2016). Here is one example of how to find the equation of a tangent plane at a point:
In step one, you find the partial derivative of f with respect to x, and then plug in the x and y values into the equation. Step two is similar, but instead, the partial derivative of f with respect to y is found, and the same two values as before are plugged in. In step 3, the function is evaluated at the point. From the equation used to find a tangent plane, values are plugged into the equation in step 4. You then distribute and simplify the equation to get z, which is the equation of the tangent plane.
Linear approximation is also known as the process of finding the tangent line. When looking at a graph, and this time it is a two-dimensional graph, linear approximation is used to approximate “values of f(x) as long as we stay ‘near’ x=a” (Dawkins). This means that linear approximation is a good technique to find a tangent line to a specific point. However, it is different when dealing with two-variable functions. In this case where there are two variables, a tangent plane is being approximated. Linear approximation is not going to give you an exact value or coordinate of a plane. Instead, it is going to give you the closest value possible to what you are solving for on the graph. The equation of linear approximation is: L(x, y) = f(x0, y0) + fx(x0, y0)(x-x0) + fy(x0, y0)(y-y0) . This equation is specifically used when a function, z = f(x, y), has continuous partial derivatives that exist at (x0, y0). L(x, y) finds the linear approximation of f at point (x0, y0). You use the tangent plane throughout the process of finding the linear approximation, here is a photo showing this:
Here is an example of using linear (tangent) plane approximation:
In step one, the partial derivative with respect to x was found. The values of x0 and y0 were then found. Step two was similar, but the partial derivative with respect to y was found. Then the same x0 and y0 values were plugged into the partial derivative and were calculated. This was the same process that was used in the previous example. Step 3 was evaluating what f was with the same values as before. In step 4, the equation of linear approximation was used, and all of the different values were plugged in. The equation for L(x, y) was then found. From the question, you were supposed to approximate the point by using the L(x, y) equation and see how similar it was to the function evaluated at the point. This was done by using x0 = 2 and y0 = 3 by plugging those numbers into the equation or function. The two values were very similar, so linear approximation shows that it is a valid way to approximate a function/plane.
Here are a few problems to try out yourself:
- Find the equation for the tangent plane to the surface at the point: z = - 9x2- 3y2 at point (2, 1, -39)
- Find the linear approximation of each function at the point: f(x, y) = x √ (y) at point (1, 4).
These are some videos to help further explain some topics (the last video is a video of more practice problems):
- What is a Tangent Plane
- Finding the Linearization of a Function using Tangent Line Approximations
- Tangent Planes and Linear Approximations
Overall, the topic of linear approximation and tangent planes brings together various Calculus concepts. We already knew about linear approximation and tangent lines, but now this was incorporating the fact that we are looking at three-dimensional figures/graphs. I hope you were able to use your previous knowledge on these topics and learn more about linear approximation and tangent planes.
References:
Dawkins, P. (n.d.). Section 4-11: Linear Approximations. Calculus I - linearapproximations. Retrieved July 8, 2022, from https://tutorial.math.lamar.edu/classes/calci/linearapproximations.aspx
Khan Academy. (n.d.). Tangent Planes (article). Khan Academy. Retrieved July 8, 2022, from https://www.khanacademy.org/math/multivariable-calculus/applications-of-multivariable-derivatives/tangent-planes-and-local-linearization/a/tangent-planes
YouTube. (2016). What is a tangent plane. YouTube. Retrieved July 9, 2022, from https://www.youtube.com/watch?v=cHNT7_F8m1Y.
YouTube. (2018). Finding the linearization of a function using tangent line approximations. YouTube. Retrieved July 9, 2022, from https://www.youtube.com/watch?v=XQaCbFMnDo0.
YouTube. (2018). Tangent planes and linear approximation. YouTube. Retrieved July 9, 2022, from https://www.youtube.com/watch?v=0qDdUruJwFU.
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oercommons
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2025-03-18T00:35:10.815149
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Homework/Assignment
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{
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"url": "https://oercommons.org/courseware/lesson/96125/overview",
"title": "Linear Approximation and Tangent Planes: Calculus 3 Project by Abigail Powsner",
"author": "Activity/Lab"
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https://oercommons.org/courseware/lesson/90271/overview
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German film early presentation twelveb
German film early presentation twelvec
early German film presentation twelve
Overview
early german film presentatino twelve
early german film presentation twelve
early german film presrentation twelve
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oercommons
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2025-03-18T00:35:10.833275
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02/21/2022
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90271/overview",
"title": "early German film presentation twelve",
"author": "stuart lenig"
}
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https://oercommons.org/courseware/lesson/86865/overview
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Social Justice Mathematics Project 1: "Demographic Changes in Congress"
Overview
This project will allow students to gather data on changes in congressional diversity in order to understand its relationship to population demographics. Students will:
- Gather data on changes in congressional diversity over time (gender, ethnicity)
- Display data in tables and graphs.
- Compute percent change.
- Use linear regression to model changes over time
- Solve systems of linear equations to determine when two variables will be equal
- Draw conclusions and make recommendations based on data
Social Justice Mathematics Project 1: "Demographic Changes in Congress" Overview
This project will allow students to gather data on changes in congressional diversity in order to understand its relationship to population demographics. Students will:
- Gather data on changes in congressional diversity over time (gender, ethnicity)
- Display data in tables and graphs.
- Compute percent change.
- Use linear regression to model changes over time
- Solve systems of linear equations to determine when two variables will be equal
- Draw conclusions and make recommendations based on data
Social Justice Mathematics Project "Gathering data"
The US is becoming more and more diverse, and while the 117th US Congress is the most diverse over time, the question remains whether we are making enough progress given the changes in demographics among the population. Viewpoints on important topics like immigration, criminal justice, the 2nd amendment, education, womens rights, etc. are all in flux, and it appears that the US population is more polarized than ever. It is important for educators and their students to consider how Congress is changing in order to understand whether perspectives held by the population will be represented in laws. This project will use mathematics to predict changes in congressional diversity in the future.
Fill in the Blanks on the following data
95th congress
- Senate (100 Members): ____Men__2_ Women, ___ African American, __Hispanics, ___Asian Americans,___ Native Americans, __Non-White, ____White
- House of Represenativces (435 Members):____Men___ Women, ___ African American, __Hispanics, Native Americans, __Non-White, ____White
- 105th Congress
- Senate (100 Members): ____Men__9_ Women, _17__ African American, __Hispanics, ___Asian Americans,___Native Americans, __Non-White, ____White
- House of Represenativces (435 Members):____Men___ Women, ___ African American,__Hispanics, ___Asian Americans,___Native Americans, __Non-White, ____White
- 111th Congress
- Senate (100 Members): ____Men_17__ Women, ___ African American, __Hispanics, ___Asian Americans,___Native Americans, ___Non-White, ____White
- House of Represenativces (435 Members):____Men___ Women, ___ African American, __Hispanics, ___Asian Americans,___Native Americans, ___Non-White, ____White
- 116th Congress
- Senate (100 Members): __74__Men_26__ Women, ___ African American, __Hispanics, ___Asian Americans,___Native Americans, __Non-White, ____White
- House of Represenativces (435 Members):__334__Men_101__ Women, ___ African American, __Hispanics, ___Asian Americans,___Native Americans, ___Non-White, ____White
Suggested Data Resources:
https://www.brookings.edu/wp-content/uploads/2021/02/Chpt-1.pdf
https://cawp.rutgers.edu/history-women-us-congress
https://cgsnet.org/ckfinder/userfiles/files/New_Member_Demographics_116_Congress.pdf
https://www.statista.com/statistics/198423/senators-in-the-us-congress-by-gender-since-1975/
Social Justice Mathematics Project "Working with the data"
2. Determine the percent change of woman and of non-White members of Congress from the a) 95th Congress to the 105th Congress b) 105th Congress to the 111th Congress c) 111th Congress to the 116th Congress and d) 95th Congress to the 116th Congress
3. Fill out the following table using years as the input and percentage of total for the output
House of Representatives
| Year/Category | Men | Women | White | Non-White |
| 1977 | ||||
| 1997 | ||||
| 2009 | ||||
| 2019 |
Senate
| Year/Category | Men | Women | White | Non-White |
| 1977 | ||||
| 1997 | ||||
| 2009 | ||||
| 2019 |
Social Justice Mathematics Project "Plotting the data"
Plot each of the (year, number of group) points on a four graphs (one for gender Senate, one for gender/House, one for race (white vs. non-white)/Senate and another for (white vs. non-white)/House). Use different colors and/or shapes to identify the different groups. You may print this sheet out or take snapshots or scans of your TI-84 Screen. If you use the latter follow the steps below.
House of Represenatives Time vs. Gender by percentage
House of Represenatives Time vs. White/Non-White by percentage
Senate Time vs. Gender by percentage
Senate Time vs. White/Non-White by percentage
TI Calculator Steps
Step 1 Press STAT
Step 2 Press EDIT
Step 3 Enter Congress Number Designation (e.g. 117 for 117th Congress) in L1
Step 4 Enter Percentage for each successive group (Men, Woman, White, non-White) in L2, L3, L4, L5S
Step 5 Press STATPLOT
Step 6 Highlight ON for Plot 1 (Leave L1 and L2 as the columns)
Step 7 Follow Steps 5 and 6 for Plot 2, except change second column to L3
Step 8 Press 2nd Quit
Step 9 Press Graph
Step 10 Press ZoomStat
Step 11 Follow similar steps for each table
Social Justice Mathematics Project "Finding a linear model"
When data appear to be linear, the calculator can be used to determine a line of best fit by using linear regression.
Calculator Set Up
- Make sure that your calculator has the Plots Off, Y= functions cleared, the MODE and FORMAT are set at “stage left”, and the lists are cleared.
- Turn the Diagnostics on by doing the following
- Press 2nd the CATALOG (2nd of 0). Press the teal D button (ALPHA of x-1) This brings you to the items in the catalog that start with D.
- Arrow down until you reach the command DiagnosticOn and press ENTER.
- Press ENTER a second time. Later, when you perform a linear regression, you will see an “r” value. If that value is close to a ±1 there’s a strong correlation to the data, meaning the data points can be modeled by the line well.
Performing a Linear Regression
- To find an equation that matches the data you see, you need to perform a linear regression on the data. Press the STAT menu and arrow to the right to the CALC menu. Choose option 4:LinReg (ax+b). Type L1, a comma, L2, then the VARS button, arrow over to Y-VARS, choose 1:Function, the 1:Y1 option, then press ENTER.
When you press the GRAPH button a line that matches your data points will also be in your viewing window. Pressing the Y= button will give you the equation of that line. Repeat the steps changing L2 to L3, L4, and L5 for each linear regression.
Write down the Equations for each of the lines that models the percentage of each category.
- House of Representatives: Male
- House of Representatives: Female
- House of Representatives: White
- House of Representatives: Non-White
- Senate: Male
- Senate: Female
- Senate: White
- Senate: Non-White
Social Justice Mathematics Project "Analyzing data and drawing conclusions"
As noted in the introduction, the US is becoming increasingly diverse.(See table below). While Congress (both the House and the Senate have become more diverse) it could be argued that the change in Congress is not keeping up with demographic changes. These are also institutions that are dominated by men. Choose one of the following relationships to study (Gender changes, white vs. Non-white changes) to study. Answer the following questions.
1. Given the equations that model the relationships you are studying, when do the models predict that the number of individuals of the two groups you are comparing will be the same. (Solve the system of equations Algebraically or use the FIND INTERSECTION functions on the calculator-see below). How does this compare with the predicted proportion of individuals of each group among the US population.
2. What are things that schools can be doing to ensure that there is more representation from diverse viewpoints, beliefs, etc. in the future in Congress and in other positions of power?
3. What kinds of skills should be taught in school to help create a better society where individuals from diverse backgrounds can thrive?
Find the intersection of the two lines:
(source: https://education.ti.com/en/customer-support/knowledge-base/ti-83-84-plus-family/product-usage/11958)
• Press [2nd] [CALC] [5] to select 5:interesect from the CALCULATE menu.
• When First curve? is displayed, press the up and down directional keys, if necessary, to move the cursor to the first function, then press [ENTER].
• When Second curve? is displayed, press the up and down directional keys, if necessary, to move the cursor to the second function, then press [ENTER]..
• When Guess? is displayed, use the left and right directional keys to move the cursor to the point that is your guess as to the location of the intersection, and then press [ENTER].
The cursor is on the solution and the coordinates are displayed.
|
oercommons
|
2025-03-18T00:35:10.865632
|
Mychael Smith
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86865/overview",
"title": "Social Justice Mathematics Project 1: \"Demographic Changes in Congress\"",
"author": "German Moreno"
}
|
https://oercommons.org/courseware/lesson/100072/overview
|
Early Childhood Curricculum
Overview
Open Textbooks for Rural Arizona participants are invited to remix this template to share their courses, textbooks, and other OER material on our Hub.
ECE 202: Early Childhood Curriculum
Course Description: Development of learning activities based on the needs of preschool age children. Selection and preparation of the environment as well as materials which are basic to diverse preschool programs. Emphasis on the process of lesson planning in response to developmental levels of children. Includes the compilation of a personal file of teaching ideas, activities and resources and the exploration and construction of materials to be used while working with children, and play-based teaching strategies.
Course Content:
- Trends in curriculum design
- Developmentally appropriate materials and resources
- Lesson planning in major content areas such as math, technology, art, science, movement, social studies and dramatic play
- Play-based teaching strategies
- Arizona Early Learning Standards
- Transition tools and techniques
- Classroom environment design
Course Outcomes:
- Evaluate various curriculum models and play-based teaching strategies used in current preschool settings.
- Design developmentally appropriate lesson plans that can be used in an integrated theme or project.
- Articulate the use of early learning standards in lesson planning and in the application of working with children.
- Compile and maintain a professional file that includes web-based resources for lesson planning and transition strategies.
- Create a plan for a well-designed environment that links curriculum design and play-based learning environments to a developmentally appropriate classroom.
Material Description
Context for sharing:
I'm sharing this resource with early childhood and education instructors.
Material Attachment
https://lor.instructure.com/resources/bd3448f7c2074a85a6fb2465ba37681f?shared
|
oercommons
|
2025-03-18T00:35:10.888346
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100072/overview",
"title": "Early Childhood Curricculum",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/111947/overview
|
Interconnected Diasporas: 200 Years of Mobility, Identity, and Community in the Liberian Diaspora
Overview
This presentation considers the Liberia diaspora in the nineteenth and twentieth centuries focused on mobility, identity, and community. It discusses major political organizations and people related to the history of Liberia including the American Colonization Society and Joseph Jenkins Roberts. The presentation provides links to primary sources related to the people who emigrated to Liberia.
Attachments
Attached is the PowerPoint presentation for this resource. Most of the slides have sparse lecture notes included for instructor use.
About This Resource
The presentation included here was submitted by a key note speaker in a one-day virtual workshop for world history educators entitled, "Teaching the Global African Diaspora." The workshop was hosted by the Alliance for Learning in World History.
This resource was contributed by Dr. Yolanda Covington-Ward, Department of Africana Studies, University of Pittsburgh.
|
oercommons
|
2025-03-18T00:35:10.906045
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111947/overview",
"title": "Interconnected Diasporas: 200 Years of Mobility, Identity, and Community in the Liberian Diaspora",
"author": "World History"
}
|
https://oercommons.org/courseware/lesson/107104/overview
|
Educational Analysis Essay Prompt
Overview
This resources is an educational analysis essay prompt for a first-year composition course.
Unit 1: Experiences in Education
This is an educational analysis essay prompt.
|
oercommons
|
2025-03-18T00:35:10.921876
|
07/25/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107104/overview",
"title": "Educational Analysis Essay Prompt",
"author": "Stephanie Razo"
}
|
https://oercommons.org/courseware/lesson/123788/overview
|
Link to OER Introductory Statistics Website
Introductory Statistics Using GeoGebra Applets
Overview
This project provides a comprehensive and accessible course tailored for introductory statistics students, emphasizing the integration of GeoGebra applications for data analysis. Designed to simplify complex statistical concepts, the course uses interactive GeoGebra applets and visual tools to enhance understanding and engagement.
Key topics include measures of center and variation, probability theory, distributions (binomial, normal, and uniform), and inferential statistics. The course content is structured with practical examples, datasets, and exercises, all enhanced with GeoGebra-powered visualizations and interactive tools.
This open educational resource (OER) encourages collaboration and adaptation. The complete materials, including lesson files and examples, are available in a GitHub repository, allowing educators and learners to clone, modify, and share the content freely to suit their instructional needs.
Resources for an Introductory Statistics Course Using GeoGebra
The resources provided in the linked GitHub repository are free to copy, remix, and reuse under an open license, encouraging adaptation to fit various educational needs. As the Spring 2025 semester progresses, further development and enhancements will be made to these materials. Please note that the current resources may be a work in progress, and updates will be added continuously throughout the semester to improve their comprehensiveness and utility.
If you just need the GeoGebra Applets, here is the link below to the page containing those resources to copy/embed into your course.
Website to Copy Embed Codes From
HTML File for Downloading/Uploading into an LMS
|
oercommons
|
2025-03-18T00:35:10.941263
|
Lecture
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123788/overview",
"title": "Introductory Statistics Using GeoGebra Applets",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/114469/overview
|
Adapting OER to Incorporate UDL (Mt. San Antonio College)
Overview
The Mt. San Antonio College team completed this as part of a Canvas course titled Adapting OER to Incorporate UDL.
The initial course was offered by ISKME to California Community College faculty and staff and was created with support from the Michelson Foundation's Spark Grant Program.
Background on the Resource and Collaborators
Team members:
- Ellen Caldwell, Professor, Art History
- Cristina Springfield, Librarian
- Esteban Aguilar, Electronic Resources Librarian
- Hong Guo, Online Learning Librarian
- Monika Chavez, Career Education Librarian
The resource we chose to interrogate is "Introduction to College Research."
Goals - Apply UDL principles to one chapter that is frequently used in Library Research credit classes.
Impact on students - Customizing the content to be more local and relevant, and offering students more ways to engage with the content and to demonstrate their learning.
Impact on other faculty and staff - Faculty will be able to adopt this chapter with more engaging resources. It will minimize the work that other faculty need to do to tailor the content to their students. Research is cross-disciplinary, and this can be used by faculty in many departments.
Adaptations to support Open Educational Practices
The Characteristics of OER tool isn’t going to be helpful to us because our resource already has the components. We are planning to revisit this down the road.
Adaptations to support Accessibility
The Characteristics of Accessibility tool isn’t going to be helpful to us because our resource already has the components. We are planning to revisit this down the road.
Adaptations to support UDL
We are incorporating UDL principles and activities that will incorporate multiple means of engagement, representation, and action or expression into the chapter.
We have not had the opportunity to involve students yet, but we plan to invite future LIB 1A students.
We are working in the two weeks following our course to finish this.
We have regular meetings centered on OER and ZTC. We intended to track our progress and changes through meeting notes. Addtionally, we will keep track of faculty and student feeback. For the impact on students, we will use the Student Success data as one measure of our impact. For faculty, we will track adoption statistics. In addition to quantitative data, we will survey faculty and staff to see their experiences and opinions on this resource.
Sharing your iteration
"Getting Started with Research" by Cristina Springfield, Hong Guo, Monika Chavez, Ellen Caldwell & Esteban Aguilar is licensed under CC BY 4.0 / A derivative from the original work
We came into this group knowing that we were not strong in UDL. This course gave us the tools and activities to stretch our thinking about putting students at the center. Writing and developing activities to help students express multiple means of engagement, representation, and action or expression in our chapter was a challenging and fruitful exercise for our team.
We are considering adapting another chapter in the same textbook. Additionally, we will share out our adaption, as well as the process so that it can be replicated across campus. We plan to delve deeper in UDL and promote its connection to OER campuswide.
|
oercommons
|
2025-03-18T00:35:10.958840
|
Cristina Springfield
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114469/overview",
"title": "Adapting OER to Incorporate UDL (Mt. San Antonio College)",
"author": "Monika Chavez"
}
|
https://oercommons.org/courseware/lesson/74310/overview
|
Instruction Guide: Responding to COVID-19
Overview
This guide is intended to support you in adapting the State of Innovation’s “Food Chain” Challenge case into a lesson plan to implement with your students. It includes background information on the case, problem solving questions for students to work on, and suggested activities to use with your students. It also explains how you can get support during the Challenge, including helping your students connect with industry leaders throughout the Challenge.
State of Innovation: Responding to COVID-19
How to Use
This guide is intended to support you in adapting the State of Innovation’s “Responding to COVID-19” Challenge case into a lesson plan to implement with your students. It includes background information on the case, problem solving questions for students to work on, and suggested activities to use with your students. It also explains how you can get support during the Challenge, including helping your students connect with industry leaders throughout the Challenge.
Challenge Case
Keeping our communities healthy during the COVID-19 pandemic is a top priority for Washington State. Social distancing has saved lives during the pandemic, but it can also leave people feeling isolated and anxious. People want to know the right things to do to be safe from COVID-19, but it’s not always easy to tell what information is accurate, or how you should act on information once you have it. The state is looking for your help in solving one of two major challenges related to keeping our communities safe during the COVID-19 pandemic. The state is looking for your help in solving two major challenges related to keeping our communities safe during the COVID-19 pandemic.
Your challenge is to help the state figure out how to best:
- support the mental health of Washingtonians while practicing social distancing - especially teens and elders
- ensure people have accurate, actionable, accessible information about COVID-19, while still respecting individual privacy
Watch the Responding to COVID-19 Challenge case video for a brief overview of the topics and themes covered by this Challenge case.
Career Paths
- Health Sciences
- STEM
Learning Objectives
Students will be able to…
- Solve real problems around public health currently facing Washington State
- Analyze social issues impacting the public and mental health of their local communities
- Evaluate emerging solutions to solving health crises driven by the COVID-19 pandemic
- Develop new proposals and prototypes to improve Washington’s public health systems
Implementation
The resources presented in this guide are designed to be used flexibly based on the needs of your students and your classroom. You are invited to develop lesson plans of your own in alignment with your course, leveraging one or more of the problem solving questions below or weaving the public health theme into your own curriculum. You are also encouraged to use or build on lesson plans shared by other Washington State educators - see the “Support” section of the guide for information on how to access the State of Innovation Lesson Bank on OER Commons.
Structure and Timing
Participation in the State of Innovation Challenge has no strict time expectations or requirements. Your students can meaningfully engage with this Challenge with as little as one hour, or as much as several months. Students are invited to work on this challenge individually or in teams of any size.
If you have one class period, you could:
- kick off the Challenge case with the Responding to COVID-19 Challenge video
- present one of the problem solving questions to students with a brief class discussion
- break students into small groups to each read one of the provided background information resources
- have students summarize their findings to the class, highlighting any ideas they have to build on the existing solution
- Suggested end product: A quick poster or slide deck
If you have one week of classes, you could:
- kick off the Challenge case with the Responding to COVID-19 Challenge video
- present an overview of each problem solving question and allow small groups of students to each choose one question to focus on
- have each group explore the background information resources provided for their question
- ask each group to develop a novel solution to their problem in the form of a lightweight design proposal, building on the successes and shortcomings of existing solutions in that space
- provide a space for groups to each present their solutions to the class with ample time for discussion and peer feedback
- Suggested end product: A design proposal document or poster
If you have one month of classes, you could:
- kick off the Challenge case with the Responding to COVID-19 Challenge video
- present an overview of each problem solving question and allow small groups of students to each choose one question to focus on
- have each group explore the background information resources provided for their question, and additionally find several research sources of their own
- ask each group to develop a novel solution to their problem in the form of a robust prototype, model or sales pitch
- run weekly design reviews with ample time for discussion and peer feedback
- connect student groups with relevant industry leaders for authentic feedback
- help student groups connect with relevant end users for user-oriented collaborative design opportunities
- Suggested end product: A functional prototype or business plan
Project Submissions
Students are encouraged to submit their solutions to the student response forum. The most creative student responses uploaded to this forum will be recognized at a celebratory statewide event at the conclusion of the Challenge. Student solutions uploaded to this forum are public, so ensure you have the appropriate parental consent and are abiding by your school’s policies before submitting student work.
Submissions can take many forms - there is no right or wrong way to answer the problem solving questions! Some examples of potential submissions include:
- Written proposals
- Slide presentations
- Short videos
- Digital or illustrated mockups
- App prototypes
- Photos of physical models
- Survey data or research summaries
Problem Solving Questions
Below are some suggested questions for students to tackle in this Challenge case. You can choose to use one or more of these questions, or you can create a problem of your own choosing that is related to the Challenge case.
| Theme | Problem Solving Question |
| Elder Isolation | Design a service or tool the state could use to help alleviate isolation for older adults during the pandemic. |
| Teen Mental Health | Design a service or tool that would help people in your age group stay connected to each other socially and support their mental health while also protecting themselves and others from being exposed to COVID-19. |
| Contact Tracing | Design a solution to ensure people are notified about their exposure to COVID-19 while still protecting their privacy. |
| Fighting Misinformation | How could the state help ensure that residents can identify accurate information about COVID-19 online? How should the state share information so that the most accurate information gets to people that need it? |
| Understanding Information | Design a public information campaign, community service, or service-learning project that provides accurate information about COVID-19 for your community. |
| Testing Protocol | Design a testing protocol for COVID-19 that is based on your community needs. |
You can find more information on each problem solving question below, including additional context and links to background information in the form of articles, videos 🎥 and data presentations 📊.
Elder Isolation
Older adults are one of the populations at high-risk of developing a serious illness if they are infected with COVID-19. Because of this risk, many older adults are sheltering at home, and are not able to travel, see loved ones, or engage with their community during the pandemic.
Design a service or tool the state could use to help alleviate isolation for older adults during the pandemic.
As you plan your solution, consider how it will help the state serve people who do not have internet at home, people who do not have or cannot use smart phones, and people who speak languages other than English.
Background Information
- 8 tips to help seniors stay mentally acute in isolation - USA Today
- Is extended isolation killing older adults in long-term care? - AARP
- Isolated the elderly is bad for their health - Wall Street Journal
- Project VITAL will connect Florida seniors to their families through virtual technology - Florida Department of Elder Affairs
- Seattle-area letter drive sends message to seniors isolated due to coronavirus: You’re not alone - Seattle Times
- There’s no cure for COVID-19 loneliness, but robots can help - Wired
- The unspoken COVID-19 toll on the elderly: loneliness - ABC News 🎥
Teen Mental Health
COVID-19 has disrupted the routines of many young people in Washington State - isolating them from friends, school, sports, and other activities. youth have less access to supportive adults like school counselors, teachers, coaches, and other mentors. The state is concerned about an increase in anxiety and depression in young people because of social distancing. Even in places where teenagers have been able to return to school and other in-person activities, we want to ensure that everyone interacts safely and that they continue to protect themselves from unnecessary exposure and risk.
Design a service or tool that would help people in your age group stay connected to each other socially and support their mental health while also protecting themselves and others from being exposed to COVID-19.
Here are a few ideas to inspire you:
- Something that helps them stay connected while social distancing
- Something that reminds them to take precautions when interacting in person
- A new game or activity that encourages social connections without creating ways for the virus to spread
Background Information
- Adolescent psychiatric disorders during the COVID-19 pandemic and lockdown - NIH
- Comics that helped prevent teen depression before pandemic now targeting increased risks because of COVID-19 - Chicago Tribune
- Coronavirus anxiety: How to cope - Teen Vogue
- The first data on COVID-19 and teen’s mental health is here, and it’s not good - Huffington Post
- How coronavirus racism infected my high school - NY Times 🎥
- Teens across the country share their mental health struggles during COVID-19 - People
Contact Tracing
When someone tests positive for COVID-19 it is important for them to notify everyone they have recently been in contact with so that those people can be tested before they potentially spread the virus further. This is called contact tracing, and while it is important in fighting the spread of coronavirus, it has been difficult to implement for many reasons. Some solutions that are being tried include expanding training for people doing contact tracing and developing an app to help trace contacts more quickly. Contact tracing, especially using digital technology, has also raised concerns about personal privacy.
Design a solution to ensure people are notified about their exposure to COVID-19 while still protecting their privacy.
- Are there community-based ways to do contact tracing that don't require storing electronic data?
- How would you conduct contact tracing in places where people do not have access to the internet, a smartphone, and/or speak languages other than English?
Background Information
- A contact-tracing app that helps public health agencies and doesn’t compromise your privacy - UW
- Big contact tracing study shows role of kids and superspreaders in coronavirus pandemic - CNN 🎥
- Data privacy laws collide with contact tracing efforts; privacy is prevailing - Reuters
- Despite army of workers, coronavirus contact tracing in Washington state is challenging - Seattle Times
- New York launches coronavirus contact tracing app as cases rise in hot spots - CNBC
- UW launches online training for contact tracing to help fight COVID-19 - UW
- What is contact tracing? infographic - WA Department of Health
- What is contact tracing? Here’s how it could be used to help fight coronavirus - Time
Fighting Misinformation
Washingtonians get their information about the pandemic from lots of sources, including online, from friends and neighbors, or from newspapers, TV, etc. One of the challenges of public health during the pandemic is ensuring people receive accurate information. There is accurate information available on government websites, but not everyone checks those sources regularly.
How could the state help ensure that residents can identify accurate information about COVID-19 online? How should the state share information so that the most accurate information gets to people that need it?
Background Information
- Coronavirus misinformation, and how scientists can help to fight it - Nature
- 'Hundreds dead' because of Covid-19 misinformation - BBC
- Immunizing the public against misinformation - WHO
- Social media contributes to misinformation about COVID-19 - Northwestern
- UW fights viral misinformation - UW
- Washington State’s COVID-19 information portal - WA DOH
Understanding Information
Information about COVID-19 is not always easy to communicate. Not everyone has the time or ability to follow the news, and the information that we need to communicate about public health can be complicated and technical.
Design a public information campaign, community service, or service-learning project that provides accurate information about COVID-19 for your community.
- How would you communicate the information?
- What medium would it be in?
- How would you reach people of different ages, people who speak different languages? Where would you place the information - on an app? On TV? On posters? On the radio?
- Who would communicate that information?
- Would you train community members to share the information?
Background Information
- CDC’s COVID-19 information portal - CDC
- COVID-19 ads - Ads of the World 🎥
- King County community health indicators - King County 📊
- Talking with children about COVID-19 - CDC
- Washington State’s COVID-19 information portal - WA DOH
- WHO’s COVID-19 information portal - WHO
Testing Protocol
An important part of fighting COVID-19 is ensuring that people have easy access to testing, and quick results that will tell them if they need to quarantine before spreading the virus to others.
Design a testing protocol for COVID-19 that is based on your community needs.
- When would testing be available?
- Where would you ideally place testing?
- How would people get there - by car? On foot?
- Who would do the testing and how would they be trained? How would people get alerted about their testing results?
- Where would people go if they test positive but do not have a safe place to be quarantined?
Background Information
- A “heroic” COVID-19 testing campaign in Thailand - IFC
- COVID-19 data dashboard - WA DOH 📊
- COVID-19 testing overview - CDC
- Drive-thru food distribution paired with COVID-19 testing - KUOW
- How accurate are rapid COVID-19 tests? - The Atlantic
- Seattle COVID-19 testing portal - Seattle
- Testing for COVID-19 - WA DOH
- UW announces COVID-19 testing program for students, faculty and staff across all three campuses - UW
- Why is COVID-19 testing lagging in Washington? - KING 🎥
Support
Industry Leader Engagement
Your class will have multiple opportunities to engage with relevant industry leaders during the Challenge period. These interactions will take the form of pre-scheduled meetings with members of the public health industry to build on themes related to the Challenge case, learn about career pathways within the industry, and to get feedback on student work.
The schedule for these sessions will be available on the State of Innovation website. Be sure you are signed up for the State of Innovation Outreach list to receive updates as new sessions are added. All sessions will be recorded and posted on the State of Innovation website.
Office Hours
During the Challenge period, you may request one on one support from a member of the State of Innovation team. To schedule office hours, please visit this link to find a time that works well for you. You can get help with lesson planning, using any of the provided resources, or technical assistance with OERCommons or the student response forum.
OER Commons
A wealth of complete lesson plans developed for this Challenge case are available in the State of Innovation group at oercommons.org, a platform for open educational resources. On this website, you will find remote-friendly lessons tailored to middle school classrooms, high school classrooms and Open Doors classrooms.
Are you willing to share a lesson plan you’ve developed for this Challenge case with other local educators? Please upload your resources using the button on the State of Innovation OERCommons page.
In addition to helping to build a robust lesson bank, the most creative lesson ideas uploaded to OERCommons will be recognized at a celebratory statewide event at the conclusion of the Challenge.
Standards
Due to the flexible nature of the Challenge, there are a great number of standards that may apply to your specific implementation. If you are looking for standards with which to align your implementation, you may find the following sources from OSPI helpful.
CTE Standards
- 21st Century Leadership Skills
- Program of Study, Career Clusters, and Career Pathways
- Program Standards
Subject Area Standards
- Arts Learning Standards
- English Language Arts Standards
- Environmental and Sustainability Learning Standards
- Mathematics Learning Standards
- Science Learning Standards
- Social Studies Learning Standards
|
oercommons
|
2025-03-18T00:35:11.003096
|
Engineering
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74310/overview",
"title": "Instruction Guide: Responding to COVID-19",
"author": "Communication"
}
|
https://oercommons.org/courseware/lesson/115555/overview
|
Balancing Chemical Equations | Assignment for OpenStax Chemistry: Atoms First 2e | Chapter 7: Stoichiometry of Chemical Reactions
Overview
This chemistry activity was created to enhance student learning around balancing chemical equations. It guides students through Phet simulations and then asks comprehension questions thereafter.
Material Description & Supported Learning Objectives
This chemistry activity was created to enhance student learning about balancing chemical equations. This assignment utilizes Phet simulations and guides students through exploration and then comprehension questions. The content and reference for this activity was obtained through the OpenStax text of Chemistry: Atoms First 2e in Chapter 7: Stoichiometry of Chemical Reactions.
Learning objectives
- Describe what “reactants” and “products” in a chemical equation mean.
- Determine required conditions for a reaction to be considered “balanced” and relate these conditions to laws of matter
- Develop strategies to balance chemical equations
Attributions
Simulation by PhET Interactive Simulations, University of Colorado Boulder, licensed under CC-BY-4.0 (https://phet.colorado.edu).
This activity has been adapted from an activity by Trish Loeblein licensed under CC-BY-4.0 (https://phet.colorado.edu/en/contributions/view/3422).
This activity has been adapted from an activity by Timothy Herzog & Yuen-ying Carpenter licensed under CC-BY-4.0 (https://phet.colorado.edu/en/contributions/view/3955).
Material Attachement
Link to assignment on Canvas Commons: https://lor.instructure.com/resources/a0c092b78f67433c8d148daa9e15dfe2?shared
|
oercommons
|
2025-03-18T00:35:11.024329
|
Colleen Gallagher
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115555/overview",
"title": "Balancing Chemical Equations | Assignment for OpenStax Chemistry: Atoms First 2e | Chapter 7: Stoichiometry of Chemical Reactions",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/84177/overview
|
Introduction to Communication & Media
Overview
Provides a framework for understanding the impact of media on society and the individual. The history, organization, economics, theories, and social significance of communication media are surveyed. Special emphasis will be given toward the evolving media environment, how to evaluate media messages, and how to become a better consumer of the media.
Welcome to Introduction to Communication & Media
Overview
This resource explores the history and evolution of mass communication allowing opportunity for participants to reflect on contemporary issues and topics related to the media. This course uses the OER texbook Understanding Media and Culture: An Introduction to Mass Communication as its major text. Within this resource are various reflection and discussion activities to supplement participant learning.
Syllabus
Access a sample syllabus for the course HERE
Units of Study
Below are links to units of study for the course. Each unit of study includes learning objectives, links to the associated readings, discussion, and reflection activities.
Final Paper
Participants should be introduced to the Final Paper and grading rubric early on in the semester. Lay out each benchmark throughout the semester starting with Benchmark # 1. Benchmark #1 serves as a brainstorm to capture participants' interest and ideas. Benchmark # 2 requires students to solidify a topic and give some background information on their selected event or issue. Benchmark # 3 involves selecting 2 sources, and analyzing the coverage for overlap and potentially conflicting narratives. As one can observe, the requirements for each Benchmark leading up to the Final Paper become more depth and analysis.
This section provides resources for the final paper. Included is the description of the assignment, a sample grading rubric, and a series of benchmarks to scaffold toward the Final Paper.
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oercommons
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2025-03-18T00:35:11.042219
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07/23/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84177/overview",
"title": "Introduction to Communication & Media",
"author": "Gordon Curry"
}
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https://oercommons.org/courseware/lesson/80477/overview
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Increase Your Health by Eating More Effectively!
Overview
One page handout identifying fourteen strategies for young adults to eat more healthfully.
Increase Your Health by Eating More Effectively handout
Increase Your Health by Eating More Effectively!
We are what we eat! You cannot run a high-performance car on bad fuel...the same holds true for your body. If you want to maintain your health for many years, you need to maintain healthy eating habits as well. Listed below are several methods to optimize your health through a better diet. This is not a 'crash program,' but comprehensive steps to help you be a healthier and feel better. Try one modification at a time, or several at once, whatever you are comfortable with...you'll feel the difference!
One: Eat a good breakfast
Don't try to go through the day on an empty stomach! Get into the habit of eating a balanced breakfast which include high-carbohydrate foods (such as oatmeal, cereals, bagels, or toast) in addition to seasonal fruit. It will give you energy throughout the day.
Two: Drink more water
Drink at least one big glass of water in the morning, in addition to every meal, and in the evening rather than just coffee or soda. Drinking water though out the day also assures your body having enough fluids.
Three: Eat more raw vegetables and fruit
Fruits and vegetables help you meet your daily carbohydrate need and increase needed fiber. Green vegetables such as broccoli are especially nutrient-rich while orange or red vegetables and fruits, such as carrots or cantaloupe, are great sources of beta-carotene.
Four: Moderate your carbohydrate intake
The most readily available source of energy for our bodies are carbohydrates such as breads, bagels, rice, pastas and potatoes. By moderating your intake of whole-grain carbohydrates, you will increase your body's energy reserves while supplying your body an excellent low-fat food.
Five: Eliminate or reduce alcohol consumption
Excess alcohol is a poison, and the body will work overtime to expel it, causing dehydration, which will eventually hurt your health and well-being. Important Fact: One night of binge drinking reduces your ability to think abstractly (math, physics, social science courses) for up to 30 days!
Six: Eliminate artificial sweeteners from your diet
Artificial sweeteners known as 'Saccharin' and 'NutraSweet', which are found in most diet sodas and no-sugar foods, constricts blood flow throughout your body and brain, and might cause headaches if consumed in excess.
Also lessen your consumption of high-fructose corn syrup found primarily in processed foods and sugary drinks, as our bodies cannot property metabolize this cheap additive, and a primary cause of obesity/belly fat.
Seven: Eat fewer highly sweetened foods
Added sugars, such as sucrose, might cause your body to produce too much insulin, which can cause hypoglycemia or low blood sugar and leave you feeling weak.
Eight: Reduce caffeine intake
Caffeine and other stimulants 'rev' up your nervous system needlessly and cause dehydration while disrupting your concentration and sleeping patterns, influencing your daily and academic performance. Limit your consumption and avoid becoming dependent on the 'rush' of caffeine.
Nine: Limit salt intake Most the salt we need each day is in the food we eat, especially if it is mostly from restaurant or processed foods. Try to avoid adding salt as too much will dehydrate and make it difficult for the body to pass nutrients to your muscles.
Ten: Eliminate carbonated sodas
Some soda drinks contain as much as eleven teaspoons of simple sugar per can, in addition to large amounts of caffeine. Such large amounts of sugar can spike your insulin levels, while large amounts of caffeine can interact with the body’s ability to absorb calcium, which could reduce bone strength/density.
Eleven: Reduce high-fat dairy products
While low-fat milks and yogurts are good for you in limited quantities, dairy products can contain high levels of fat. Avoid full milk, soft cheese, and ice cream. 1% milk is best for use on most cereals and in drinks.
Twelve: Limit intake of preservatives and artificial food colorings
Food additives and colorings are common in most processed foods and may be linked to reducing the efficiency of the brain and nervous system. Read food labels!
Thirteen: Reduce the intake of fats
Excess fat in the diet slows your metabolism making you sluggish and making training more difficult. High-fat diets have also been linked to heart disease, stroke, cancer, and other ailments. Fat in excess can also increase your body fat and weight.
Fourteen: Limit red meat in your diet
Most Americans eat far more red meat than necessary to be healthy. Red meat is the main culprit of our fat intake, and a source of steroids and antibiotics which in the long run could be harmful to our bodies.
Citation: Adapted from Speed Dynamics; American Institute of Sport, and handouts from Bob Rush
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oercommons
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2025-03-18T00:35:11.064566
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05/17/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80477/overview",
"title": "Increase Your Health by Eating More Effectively!",
"author": "Dave Shrock"
}
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https://oercommons.org/courseware/lesson/121859/overview
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The Essential Guide to Video Storyboarding
Overview
This article shares the best practices for Video Storyboarding used by the Emeritus Design Team.
Check out the Emeritus guide to storyboarding! You can download the PDF using the link below.
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oercommons
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2025-03-18T00:35:11.081325
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Nolan Williams
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121859/overview",
"title": "The Essential Guide to Video Storyboarding",
"author": "Reading"
}
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https://oercommons.org/courseware/lesson/114883/overview
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The Gender Gap in STEM
Overview
Archived session from the 2024 Arizona Regional OER Conference.
Session Title: The Gender Gap in STEM.
This resource includes the session abstract, presenter(s), resources, and recording.
Session Abstract, Presenters, Resources, and Recording
Session Abstract
Presentations about the UN SDG Open Pedagogy Fellowship I finished that focused on gender equality. I was paired with two instructors, Nahal Rodieck who is a writing and literature instructor at Pima Community College and Rachael Newton who is a Business instructor at Douglas College. My emphasis was The Gender Gap in STEM. My students engaged in two assignments target goal #5 “Achieve gender equality and empower all women and girls”.
The two-part assignments included different activities and focused on different issues regarding the gender gap in the tech industry. For the first assignment, my students did research to investigate the Gender Gap in STEM and wrote a paper that defined an issue, the reasons behind it, and presented some strategies/solutions that have been discovered to create a more inclusive and diverse STEM community that benefits everyone then create a personal action plan. In the second assignment, they were asked to create an infographic to convey information and data they collected in the first assignment in a concise and engaging manner. Then they were asked to share the infographics on any social media for the purpose of raising awareness about the issue you addressed.
Presenter(s)
- Ayad Saknee, Paradise Valley Community College
Resources
Recording
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oercommons
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2025-03-18T00:35:11.099947
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04/02/2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114883/overview",
"title": "The Gender Gap in STEM",
"author": "OERizona Conference"
}
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https://oercommons.org/courseware/lesson/123598/overview
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ENGL 1020: Composition II — Globalized
Overview
This course is being designed with the support of a TBR grant to create a globalized OER curriculum for Composition II. In the spring of 2025, all three creators are piloting this course by teaching it in the following modalities: on ground, synchronous online, and asynchronous online. It is also being piloted courses specializing in ESL students. This course will replaced with an updated version after the pilot semester is complete.
For each of our planned modules, we are developing components such as the following:
- Schedule of instruction
- Instructor notes
- Paper Prompt
- Sample Student Paper
- Rubric
- Genre Terminology/Associated Activity
- Reading Checks for major texts
- Discussion/Reflection Questions
- Text vocabulary
- Additional activities/reading strategies
College-Level Writing about Literature, Globalized OER Course
All content is present in the zip file provided below. This content is designed to be uploaded into Brightspace. Instructors can then decide which elements of this course they wish to use and delete the rest.
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oercommons
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2025-03-18T00:35:11.118260
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Homework/Assignment
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123598/overview",
"title": "ENGL 1020: Composition II — Globalized",
"author": "Full Course"
}
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https://oercommons.org/courseware/lesson/90111/overview
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cinema scenes version four
Overview
version four of cinema scenes
cinema scenes version four
cinema scenes version four
added columns
new images
new text material
new chapters
cinema scenes version four
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oercommons
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2025-03-18T00:35:11.135236
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02/16/2022
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90111/overview",
"title": "cinema scenes version four",
"author": "stuart lenig"
}
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https://oercommons.org/courseware/lesson/116545/overview
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https://library.achievingthedream.org/herkimerenglish2/chapter/defining-literature/
Introduction to Literature Texts:
Overview
These are two resources that I find helpful for teaching an Introduction to Literature course. This material would be useful for teaching an introduction to literature course that aims to instruct students on how to read, analyze, and write critically about literature. The resources comprise important terms, readings, and information on how to engage with literary scholarshi
Introduction to Literature Texts
These are two resources that I find helpful for teaching an Introduction to Literature course. This material would be useful for teaching an introduction to literature course that aims to instruct students on how to read, analyze, and write critically about literature. The resources comprise important terms, readings, and information on how to engage with literary scholarship.
These are two resources that I find helpful for teaching an Introduction to Literature course. This material would be useful for teaching an introduction to literature course that aims to instruct students on how to read, analyze, and write critically about literature. The resources comprise important terms, readings, and information on how to engage with literary scholarship.
Creative Commons Liicense for image follows:
"Books literature" by eltpics is licensed under CC BY-NC 2.0.
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oercommons
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2025-03-18T00:35:11.154293
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Trever Holland
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116545/overview",
"title": "Introduction to Literature Texts:",
"author": "Textbook"
}
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https://oercommons.org/courseware/lesson/114900/overview
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Librarian Panel: How to Best Utilize Your Campus Library to Support Your OER Work
Overview
Archived session from the 2024 Arizona Regional OER Conference.
Session Title: Librarian Panel: How to Best Utilize Your Campus Library to Support Your OER Work.
This resource includes the session abstract, presenter(s), and recording.
Session Abstract, Presenter(s), and Recording
Session Abstract
Hear directly from a panel of librarians about how they are advancing OER on their campuses and their recommendations for how to best utilize the library to support OER work.
Presenter(s)
- Carrie Meakins-Farnsworth, Yavapai College
- Luke Owens, Coconino Community College
- Erin Roper, Mohave Community College
- Tammy Powers, Eastern Arizona College
- Moderator: Micah Weedman, Yavapai College
Recording
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oercommons
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2025-03-18T00:35:11.168401
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04/03/2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114900/overview",
"title": "Librarian Panel: How to Best Utilize Your Campus Library to Support Your OER Work",
"author": "OERizona Conference"
}
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https://oercommons.org/courseware/lesson/86803/overview
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History and Purpose of Copyright Infographic
Overview
Copyright can be a tricky area of law. However, understanding the basis of copyright law, what it protect, and copyright's limitations helps make sure we do not violate copyright law and the creators it protects.
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oercommons
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2025-03-18T00:35:11.180035
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Public Relations
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86803/overview",
"title": "History and Purpose of Copyright Infographic",
"author": "Marketing"
}
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https://oercommons.org/courseware/lesson/112269/overview
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Education Standards
Carbon Sequestration Lesson 1
Carbon Sequestration Lesson 2
Carbon Sequestration Lesson 2 Worksheet
Carbon Sequestration Lesson 3
Lesson 3 Debate Rubric
Carbon Sequestration Unit
Overview
What is carbon? A hot topic in agriculture. Attend to preview new Nebraska-specific lesson plans aligned to Nebraska AFNR standards, that highlight the advantages and disadvantages of carbon.
Explore answers to questions such as: What is the carbon cycle? How are agriculture and carbon connected? What steps are farmers and ranchers taking to reduce their carbon footprint?
Thee lesson plans and worksheets are included.
Curriculum developed by Rebecca Wulf.
Sponsored by TallGrass, Leading Energy Solutions and the Nebraska FFA Foundation.
Carbon Sequestration: The Carbon Cycle
9th-12th Grade
Natural and Environmental Resources
Time: 45 minutes
Essential Question: What is the carbon cycle?
Objectives
1. Students will define the carbon cycle.
2. Students will create their own carbon cycle.
Materials Needed:
- Powerpoint
- Poster board or paper
- Writing/drawing utensils
Bellringer: What are three different items that contain carbon?
Introduction:
We might not think about it in our everyday lives, but carbon plays a big role in our world from the food we eat to the events we hear about on the news. As we will discover shortly, carbon is the most abundant element in the world, with more of it being produced every day. What do we do with excess carbon? In this unit, we will be diving deeper into this question.
Activity:
Use the power point to guide your instruction on the content. Following the power point, students will create their own carbon cycle on a poster using writing and drawing utensils. The poster should include the four steps of the
carbon cycle.
Summary/Review:
- What is carbon?
- What are the four steps in the carbon cycle?
Today we learned about how carbon plays a role in our lives. Later we will be
diving into ways that carbon can be used outside of the carbon cycle.
Assessment
- Carbon cycle poster board
Nebraska AFNR Standards: AFNR.HS.15.3.a Identify components that comprise ecosystems and the
relationships within such ecosystems.
Carbon Sequestration: How it Works
9th-12th Grade
Natural and Environmental Resources
Time: 45 minutes
Nebraska AFNR Standards: AFNR.HS.15.2.e Analyze use of modern technology in relation to agriculture
production and natural resource management.
Essential Question: What is carbon sequestration and how does it work?
Objectives:
1. Students will define carbon sequestration.
2. Students will relate the natural method of sequestering carbon with
today’s carbon sequestration process.
3. Students will interpret how CO2 is safely stored and transported.
Materials Needed:
- Powerpoint
- Carbon Sequestration Review worksheet
Bellringer: What are the four steps in the carbon cycle?
Introduction:
Understanding how carbon naturally plays a role in our world will help us
better understand its potential for other uses.
Activity:
Use the power point to guide your instruction on the content. See the speaker notes in Slide 5 for clear instructions on the expectations for that slide.
Following the power point presentation, hand out the “Carbon Sequestration
Review” worksheet.
Students can complete this individually, with a partner, or
as a group.
Summary:
Today we defined carbon sequestration and learned about how the process is
monitored. Next, we will be diving into the uses of sequestered carbon and
how it plays a role in the agriculture industry.
Assessment:
- Carbon Sequestration Review worksheet
Carbon Sequestration: Industrial Use in Agriculture
9th-12th Grade
Natural and Environmental Resources
Time: 90 minutes
Nebraska AFNR Standards:
AFNR.HS.15.2.e Analyze use of modern technology in relation to agriculture production and natural resource management.
Essential Question: How is carbon sequestration being used in the agriculture industry?
Objectives:
- Students will examine the use of carbon sequestration in the agriculture industry.
- Students will examine the challenges associated with carbon sequestration.
- Students will debate for or against the use of carbon sequestration.
Materials Needed:
- Creating Career Connections video
- Tallgrass Interview Guide
- Carbon Sequestration Challenges handout
- Debate Rubric
- Yellow card
- Red card
Bellringer: What is carbon sequestration?
Introduction: Today we will be learning about how carbon sequestration impacts the
agriculture industry.
Activities:
Creating Career Connections activity:
- Hand out the “Tallgrass Interview Guide” to students and have them fill it out as they watch the Creating Career Connections video.
- After the video, review the questions with students to check for understanding.
Transition:
- Now that we have examined the use of carbon sequestration in
- the agriculture industry, let’s take a look at some of the challenges
- surrounding the process.
Carbon sequestration challenges activity:
- Pass out the Carbon Sequestration Challenges handout.
- Number students off so there are two students per group.
- In each group assign one student to be partner A and the other partner B.
- Partner A will individually read sections 4.1 and 4.2 while partner B individually reads sections 4.3, 4.4, and 4.5.
- Students should identify the challenges associated with carbon sequestration within their sections.
- Give students 3 minutes to read and identify the challenges. Then, give them 1 minute to share with their partner. Review with students to check if they identified all the challenges.
Transition:
- Now it’s time to put our knowledge to the test. Using what we have learned about the carbon cycle, how carbon is sequestered, and the benefits and challenges associated with it, we will be debating for or against the use of carbon sequestration in Nebraska.
Debate activity:
- Select one student as moderator, and split the remainder of students into two groups. One group is debating for the use of a pipeline for carbon sequestration in Nebraska, and the other is debating against it.
- Give students 10-15 minutes to prepare their arguments before the debate begins.
- The moderator can work with the teacher to come up with questions for the debate.
- During the debate, the moderator will keep time.
- The debate will begin with each side giving a 30-second opening statement. The moderator will hold up a red card when their time has expired. After each side has given their opening statement, the moderator will begin the debate by asking a question.
- Students will have 8 minutes for debate. They can also use notes and their Tallgrass Interview Guide.
- Students should each speak two times including the opening and closing statements.
- The moderator can interject with questions at any time that the conversation has lulled. As long as there is still discussion, the moderator does not have to interject with questions. The only time the moderator should interject is when the conversation is off-topic or disrespectful.
- When there is one minute left, the moderator will hold up a yellow card.
- At the conclusion of the 8 minutes, the moderator will hold up a red card. (The moderator can end the debate early at their discretion if there is nothing left to discuss.)
- Students will then be given one minute to prepare for their 30-second closing statement. At the conclusion of each 30-second statement, the moderator will hold up a red card to signal that time has expired.
- The outcome of the debate is determined through the collaboration of the teacher and moderator.
Summary:
Throughout our carbon sequestration unit, we have learned about the carbon cycle and how we play a role in it. We learned how carbon is sequestered, transported, and stored. Finally, we learned about the challenges and benefits associated with it. Through our debate today, we have demonstrated how the use of carbon today, is still in question as new technology and markets
emerge. The role that carbon sequestration plays in our lives today may look very different in the future.
Assessment:
- Tallgrass Energy Interview Guide
- Debate
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oercommons
|
2025-03-18T00:35:11.218191
|
Stacie Turnbull
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112269/overview",
"title": "Carbon Sequestration Unit",
"author": "Assessment"
}
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https://oercommons.org/courseware/lesson/112272/overview
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Education Standards
Environmental benefits of ethanol issue brief
Nebraska Economic Impact One Sheet
Nebraska Golden Triangle and Ethanol Producer Map
New Driver Ethanol Materials
Ethanol resources: Nebraska Ethanol Board
Overview
This is a compilation of resources from the Nebraska Ethanol Board, including reviewing the economic and environmental benefits of ethanol. All resources are produced by the Nebraska Ethanol Board. https://ethanol.nebraska.gov/
Ethanol resources
This is a compilation of resources from the Nebraska Ethanol Board, including reviewing the economic and environmental benefits of ethanol. All resources are produced by the Nebraska Ethanol Board. https://ethanol.nebraska.gov/
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oercommons
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2025-03-18T00:35:11.244187
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Stacie Turnbull
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112272/overview",
"title": "Ethanol resources: Nebraska Ethanol Board",
"author": "Primary Source"
}
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https://oercommons.org/courseware/lesson/81336/overview
|
Human Biology: Organization and Organ System Function Worksheet
Overview
Practice Worksheet: Levels of Organisation of Human Organism and Organ Systems Function review;
Introductory Human Biology Course
Guidance on how to use this assignment:
This activity provides the opportunity for the students to practice using new terminology that is typically introduced in the first chapter of an undergraduate human biology course. This corresponds with Open Stax- Human Biology OER textbook by Willy Cushwa (Ch 1) https://open.umn.edu/opentextbooks/textbooks/human-biology.
Levels of Organization of Human Organism and Organ Systems Function review
Practice Worksheet: Levels of Organisation of Human Organism and Organ Systems Function review;
Introductory Human Biology Course
Guidance on how to use this assignment:
This activity provides the opportunity for the students to practice using new terminology that is typically introduced in the first chapter of an undergraduate human biology course. This corresponds with Open Stax- Human Biology OER textbook by Willy Cushwa (Ch 1) https://open.umn.edu/opentextbooks/textbooks/human-biology.
Instructors could assign this worksheet to be completed as a pre-class assignment to assess understanding before any instruction begins and again as a post-class assignment to see how much they actually learn during instruction. It also could solely be assigned as a post-class assignment to challenge the students to use the new terminology right after the introductory material is covered.
Students will typically spend ~5-15 minutes on this assignment.
It has been designed to be an ungraded practice assignment. Students do not necessarily have to have been introduced to the material for this assignment to be worthwhile.
Learning Objective(s)
After completing this assignment, students will be able to:
List the levels of organization of the human organism from smallest to largest.
Identify the correct definition for each of the 11 organ systems in the human body
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oercommons
|
2025-03-18T00:35:11.259978
|
06/01/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81336/overview",
"title": "Human Biology: Organization and Organ System Function Worksheet",
"author": "Jessica Sherburne"
}
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https://oercommons.org/courseware/lesson/103731/overview
|
IHE Accessibility in OER Implementation Guide - CCC
Overview
CCC's plan for improving accessibility at our institution is discussed in our implementation guide. Our primary goal is to develop accessibility guidelines to support designers and faculty in our LMS and we are making strides to accomplish our goal.
May 11 - Section One: Landscape Analysis for Accessibility in OER in Local Context (Work on during May 11th implementation)
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. We exnourage to explore some of the questions from each category. You may or may not answer all of these questions, but this is an offering. We ask that you complete Parts One, Two and Six.
Part One: Initial Thoughts
What is your team's initial goal for this series?
- Ensure all institution content is accessible to all users (internal and external)
- Integrate and connect College committees and workgroups that are involved in accessibility and DEI to work towards overlapping goals and work in a unified manner
- Use what is learned in the OER Accessibility Series and the Learning Group to implement College-wide training
Part Two: Introductory probing questions:
What does accessibility look like in our organization? How do we measure accessibility?
Accessibility is not a topic known by all, nor is implementation of UDL and accessibility principles and practices
CCC Essential Design Standards - we use it to develop and evaluate Shared Courses and OER courses
ADA-informed webmaster in the IT Department
What does OER look like in our organization? How do we measure access to OER?
There is a grant to produce various types of OER content at CCC
CCC participates in an OER consortium
This broad knowledge is not well known and more information is needed about the OER program and how access to OER is measured. How can we tell if students are using the OER materials to measure the effectiveness of the materials?
How do we measure and review validity of links from OER to other resources?
Part Three: Clarifying questions for accessibility:
What is the organizational structure that supports accessibility?
There is not a structure in place for consistent and regular review of accessibility in courses.
There is some oversight in the Shared Course and OER creation process via the Teaching and Learning Center.
There is an ADA-informed webmaster for our institution's website.
Who generates most of the accessibility structures/conversation in our organization?
The Teaching and Learning Center
Deans of A&S and CTE should have more of a role in regular discussion of accessibility
Disability Resources
Where do most educators get support with accessibility?
Disability Resources
Teaching and Learning Center
What content areas might have the largest gaps in access to accessibility?
Hard to say without doing an in-depth course review of all courses
Might be language courses
Part Four: Clarifying questions for OER:
What is our organizational structure that supports curricular resources?
Curriculum Committee
AOC? (textbooks)
Deans
Lab coordinators in sciences
Disability Resources for some student format adjustments
What is our organizational structure that supports OER?
Learning Services
Teaching and Learning Center
Who generates most of the curricular resources in our organization?
Curriculum Committee
Faculty
Publisher tools inside and outside of Canvas
Where do most educators get support with curricular resources?
same as above
What content areas might have the largest gaps in access to curricular resources/OER?
Unknown - perhaps CTE areas
Part Five: Clarifying questions for Faculty learning and engagement:
What Professional Learning (PL) structures have the best participation rates for our educators?
Content-specific conferences or webinars
What PL structures have the best "production" rates for our educators?
Faculty-led
Inter-departmental meetings and workshops
Structured and targeted cross-departmental work
What incentive do we have to offer people for participating in learning and engagement?
Internal/instrinsic motivation to continue learning
Compensation for participation
Who are the educators that would be most creative with accessibility and OER?
Any interested faculty
Who are the educators that would benefit the most from accessibility and OER?
All
Part Six: Final Probing questions:
What is our current goal for Accessibility in OER and why is that our goal?
Provide accessibility to all students
Accessibility improves student success rates and limits barriers to work and participation
Who have we not yet included while thinking about this work?
College-wide implementation
What barriers remain when considering this work?
Time
Limited awareness of regulations by the federal government
Limited awareness of UDL and accessibility guidelines
Money
Training resources
Buy-in
What would genuine change look like for our organization for this work?
Online courses use UDL and accessibility principles
A clear and useful course review process that is supported by leadership
Section Two: Team Focus (Finish before May 25th to share during Implementation Session Two)
Identifying and Describing a Problem of Practice
The following questions should help your team ensure that you are focusing your collaboration.
What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work.
It may be benficial to students and the institution to explore the creation of accessibility guidelines (not a pol/pro) for instructors and other groups that use Canvas as a hub for student interaction.
What other partners might support this work?
Those who would likely support this work for the sake of principle and service to users would be the Teaching and Learning Center, e-Learning Committee, Diversity Committee, Accessibility Learning Group, Disability Resources, Provost, Deans & Assoc. Dean, IT.
Those who would support this work an carry out the work would likely be the Teaching and Learning Center, e-Learning Committee, and the Accessibility Learning Group.
What is your desired timeframe for this work?
Seven months or end of Fall 2023 semester
Give time to explore possible content, accessibility training for developers, creation of guidelines, vetting and review, dissemination and debrief of guidelines to stakeholders and primary audience of faculty.
How will you include diverse voices and experiences in this work?
Invite people with various roles to bring thier perspective and student persepctives to the table.
Student workers may be available and have feedback about challenges of accessiblity.
Please create a Focus Question that explains your goal and provides specific topics that you would like feedback on. This is what you will share in your breakout groups for feedback.
How might we ensure courses are accessible in alignment with our College Mission and Diversity Statement?
How can we develop training that emphasizes each employees' continuous improvement of design with UDL and accessibility principles?
What does success look like in the process of improving accessibility in CCC coures?
(Save for during May 25th's session.) What feedback did you receive from another team during the May 25th Implementation Session?
Section Three: Team Work Time and Next Steps (Complete by the end of Implementation Session Three)
Sharing and Next Steps
What was your redefined goal for this series?
Our goal became more specific over the course of the webinar series. Training was a key goal, but now we have a goal to create accessibility guidelines for faculty and staff that use Canvas.
Address the "Why" of accessiblity.
What does your team want to celebrate?
Deeper understanding of best practices for accessibility and how to implement them in design.
What did your team accomplish? If you have links to resources, please include them here.
We developed a draft of accessiblity guidelines for our institution. They include specific guidance on principles as well as how-tos for using our insituttion's accessiblity checker called UDOIT. UDOIT is a Canvas add-on that identifies accessiblity issues and helps coach users through repairs in a convenient location.
What are your team’s next steps?
Finish our draft guidelines and vet them to stakeholders in our Learning Services area and the Accessibility Learning Group.
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oercommons
|
2025-03-18T00:35:11.299288
|
Sandra Dihlmann
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103731/overview",
"title": "IHE Accessibility in OER Implementation Guide - CCC",
"author": "Giovanna Macry"
}
|
https://oercommons.org/courseware/lesson/21910/overview
|
Sign in to see your Hubs
Sign in to see your Groups
Create a standalone learning module, lesson, assignment, assessment or activity
Submit OER from the web for review by our librarians
Please log in to save materials. Log in
This is some kind of example
or
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oercommons
|
2025-03-18T00:35:11.321393
|
03/19/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/21910/overview",
"title": "My First Module",
"author": "Peter Howell"
}
|
https://oercommons.org/courseware/lesson/92789/overview
|
ASTR 1020 - Lab 13: The Nature of Galaxies
Overview
Growing up at a time when the Hubble Space Telescope orbits above our heads and giant telescopes are springing up on the great mountaintops of the world, you may be surprised to learn that we were not sure about the existence of other galaxies for a very long time. The very idea that other galaxies exist used to be controversial. Even into the 1920s, many astronomers thought the Milky Way encompassed all that exists in the universe. The evidence found in 1924 that meant our Galaxy is not alone was one of the great scientific discoveries of the twentieth century.
---------------------------------------
Distant Nature: Astronomy Exercises 2016 by Stephen Tuttle under license "Creative Commons Attribution Non-Commercial Share Alike".
ASTR 1020 - Lab 13: The Nature of Galaxies
Download the attached zip file and install the website on a server or in your LMS course section. To place HTML website content in Brightspace:
- Create an appropriate folder structure in Manage Files. This location is where files will be uploaded and unzipped. Each resource (website) should have a descriptively named independent folder.
- Navigate to the appropriate folder and Upload the zip file.
- Unzip the folder by clicking the pull-down arrow, and clicking Unzip on the submenu. A content folder will appear. It contains two folders and two HTML files.
- Associate the index.html file to your Course Content topic. Perform this task in the Course Content area by clicking New and then clicking Add from Manage Files on the submenu. Next, navigate to the index.html file and Add the file.
- Click the pull-down arrow by the new web page topic (currently named index). Next, click Edit Properties In-place on the submenu and rename the link to be descriptive.
- Delete the extraneous zip file from the Manage Files folder.
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oercommons
|
2025-03-18T00:35:11.341978
|
05/17/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92789/overview",
"title": "ASTR 1020 - Lab 13: The Nature of Galaxies",
"author": "Hollyanna White"
}
|
https://oercommons.org/courseware/lesson/104452/overview
|
BIO 5 Human Anatomy : Open For Antiracism (OFAR)
Overview
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
Action Plan
To transform my Spring 2023 Human Anatomy course into an anti-racist course
To make students recognize who they represent and you they are in the course.
To be able to teach the students about race, racism and anti-racism with emphasis that to be anti-racist is more than just being a non-racist individual.
To be able to recognize the existence of medical racism.
To be able to use a combination of reliable resources such as CDC.gov, medical journals and others.
To encourage student collaboration with different backgrounds and encourage sharing experiences.
To facilitate student participation in open pedagogy by sharing what they have uncovered from their research.
To perform a self-reflection of the anti-racism project including how to become an anti-racist individual and an anti-racist medical professional in particular
To hopefully initiate a long and sustainable influx of anti-racist healthcare professionals into the field and contribute to a better healthcare system
Course Description
BIO 5 Section 1041
Human Anatomy deals with the study of different structures in the human body which range from microscopic structure to organs and organ systems. When Human Anatomy deals with structures that can only be visualized with a microscope it is called microscopic anatomy or also called histology. When we talk about structures that can be seen by the naked eye, this is referred to as gross anatomy. Whenever these structures get damaged and do not work right, this leads to disease or pathology. This leads to patients seeking medical attention to get these structures fixed and working correctly.
Antiracist Assignment / Module
LESSON - RACE
What is RACE?
According to American Association of Physical Anthropologists, the "Western concept of race must be understood as a classification system that emerged from, and in support of, European colonialism, oppression, and discrimination. It thus does not have its roots in biological reality, but in policies of discrimination." It is important to note that, biologically, race doesn't exist. There is only one race, the human race.
Race centers whiteness as the norm. Despite its biological insignificance, the cultural and social significance of race is very real (Guess, 2006). A society's understanding of race is centered on whiteness and "others" non-white, people of color. "Whiteness, therefore, is the standard by which systems and policies are designed which reaffirms the significance and impact of race on society (OFAR, 2022).
What is RACISM?
What is Systemic Racism in America?
What is RACISM in MEDICINE?
Let's go back to history ---
Nowadays ---
How American Health Care Is Defined By Systemic Racism
Combating Racism and Place-ism in Medicine
How to become an ANTI-RACIST?
What does it mean to be anti-racist?
Attributions
- Guess, T. J. (2006). The social construction of whiteness: Racism by intent, racism by consequenceLinks to an external site.. Critical Sociology, 32(4), 649–673.
- For more readings about race, whiteness, and talking race, visit the OFAR Bibliography.
RESEARCH about MEDICAL RACISM / RACISM IN MEDICINE on the ASSIGNED TOPIC for your TEAM.
Team 1 - Medical Racism / Racism in Medicine + Management of Acute Appendicitis
Team 2 - Medical Racism / Racism in Medicine + Management of Fractures
COLLABORATE with your TEAM MATES and share REFLECTIONS
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oercommons
|
2025-03-18T00:35:11.375333
|
06/01/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104452/overview",
"title": "BIO 5 Human Anatomy : Open For Antiracism (OFAR)",
"author": "Rosser Panggat"
}
|
https://oercommons.org/courseware/lesson/116070/overview
|
Anatomy of a Resume Handout
Overview
Handout that contains the "Anatomy of a Resume" and notes.
Handout
Please see attached PDF for handout
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oercommons
|
2025-03-18T00:35:11.394371
|
Aujalee Moore
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116070/overview",
"title": "Anatomy of a Resume Handout",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/103561/overview
|
Your Course Title: Open For Antiracism (OFAR)
Overview
Sample!
Action Plan
Describe how OER and open pedagogy help your class to be antiracist here.
Course Description
Add your course description here including the course name and number, and learning outcomes.
Attach your syllabus here clicking the Attach Section paperclip image below, then choose the correct file from your computer, name your syllabus, and save.
Antiracist Assignment / Module
Describe your antiracist assignment or module.
Attach your assignment or module here clicking the Attach Section paperclip image below, then choose the correct file from your computer, name your assignment or module, and save.
Paste any relevant links that others would find helpful.
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oercommons
|
2025-03-18T00:35:11.410330
|
05/05/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103561/overview",
"title": "Your Course Title: Open For Antiracism (OFAR)",
"author": "Alex Gavilan"
}
|
https://oercommons.org/courseware/lesson/96868/overview
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CarDemo
Garage
OOP Part 1 Instance Variables, Setter, and Getter
OOP Part 2 Constructors
OOP Part 3 Create Object and Call Method
OOP Part 4 the Use of "this" Keyword
OOP Part 5 the Use of "static" Keyword
OOP Part 6 Inheritance
OOP Part 7 Overriding toString method
OOP Part 8 Interfaces
6- Car Example in Java (Object Oriented Programming)
Overview
Learning the Object Oriented Programming concepts such as classes, interfaces, overriding, and inheritance.
6- Car Example in Java (Lecture Video)
In this set of videos we lean about Object-Oriented Programming including classes, interfaces, and overriding in Java
Java Source File
The source code of project Car in Java
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oercommons
|
2025-03-18T00:35:11.437318
|
08/30/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96868/overview",
"title": "6- Car Example in Java (Object Oriented Programming)",
"author": "Saeid Samadidana"
}
|
https://oercommons.org/courseware/lesson/62317/overview
|
The Moves Writers Make Power Point
Using MLA: Quoting, Paraphrasing, & Avoiding Plagiarism
English Composition I: Using Varied Sources
Overview
A lesson for English Composition I that includes a PowerPoint lecture, resources about writing ,and plagiarism.
A Guide for Using Varied Sources in Your College Essays
The Moves Writers Make PowerPoint
This PowerPoint is designed to accompany an in-class lesson on how to avoid some of the common mistakes students make when integrating direct quotes within their college essays.
Using MLA: Quoting, Paraphrasing, & Avoiding Plagiarism
This remixed chapter is designed to be assigned as an interactive flipped classroom reading assignment for college writing students who are learning how to integrate direct quotes and paraphrases into their college essays using the MLA format. Students would complete the Prime the Pump Pre-reading activity, and then actively read and interact with the embedded links found within the chapter, and finally, complete the post reading reflection activity. This work would be done independently by students before they come to a class discussion or workshop that will help them apply the concepts discussed in this chapter.
A Guide for Using Varied Sources in Your College Essays
This chapter is designed as a guide for students who are learning to integrate and cite information from various sources inside their college essays. This chapter focuses on MLA standards. Teachers would provide this short chapter to students in class and review how to use the various examples as a guide for integrating and citing quotes and paraphrases from various sources.
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oercommons
|
2025-03-18T00:35:11.458518
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/62317/overview",
"title": "English Composition I: Using Varied Sources",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/112017/overview
|
Time Monitor Assignment Worksheet
UNIV 103 Time Monitor
College Level Time Management Lesson Plan
Overview
As college freshmen transition into the higher education arena, student life becomes increasingly heavy and complex with work, academic, social, athletic, and other demands that can be difficult to manage. Depending on the semester schedule, there will be competing priorities depending on each classroom's expectations and assignments to be completed. Helping students learn how to plan and prioritize their commitments is a critical lesson. Through this lesson, students will learn time management skills and think about time-wasting behaviors and interruptions that contribute to their inability to manage time effectively.
College Level Time Management Lesson Plan
College Level Time Management Lesson Plan
UNIV 103 (Freshman Course)
Dr. Margaret Mbindyo
Dr. Kristen Lawson
Description |
As college freshmen transition into the higher education arena, student life becomes increasingly heavy and complex with work, academic, social, athletic, and other demands that can be difficult to manage. Depending on the semester schedule, there will be competing priorities depending on each classroom's expectations and assignments to be completed. Helping students to learn how to plan and prioritize their commitments is a critical lesson. Students will learn time management skills by thinking about time-wasting behaviors that contribute to the inability to manage time effectively. |
Learning Objectives |
At the end of this lesson, students should be able to:
|
Resources and Materials Needed |
|
Facilitator Instructions |
This lesson plan is created for freshmen to help them understand time management at the college level.
|
Outline of the Lesson |
| |
3 Minutes
10 Minutes
7 Minutes
10 Minutes
15 Minutes
10 Minutes
5 Minute
10 Minutes
|
Welcome Briefly discuss the expectations of the lesson and why time is a critical part of college success.
Define Time Management: 1) The act or process of exercising conscious control…….. 2) Over the amount of time spent on specific activities………. 3) To increase efficiency or productivity
Discuss 168 hours, 1440 minutes, and 86400 seconds in a day.
Time Management Work Sheet- Students will take sometimes to map how they spent a typical day. Time Management Work sheet
Why is Time Management Different in College? Brainstorm session with students working in pairs answering the following questions: . What surprised you about how your time was divided? Where do you spend most of your time? What change would you like to make on how your time is divided? Where do you not have control over your schedule? Where do you have control in your schedule and can make a change?
Expectations
Students discuss how to be More Productive by Using the “Eisenhower Box.” Instructor to help students to really think and evaluate their priorities.
Students will discuss each of the 4 quadrants to help determine what is important and what is not. Have students watch “how to prioritize video” https://youtu.be/czh4rmk75jc
Critical Components of Time Management
Have students watch “create a schedule” https://youtu.be/jozNEpY8iik
Naming Strategies Discuss Strategies… brainstorm as a class some strategies they can use to ensure that they are using their unstructured time for the items they listed as priorities in the “Einsenhower Box”.
Strategies:
Use a timer when you go on social media Make a schedule. Have an accountability buddy (someone who checks in on you and vice-versa) Leave post-it reminders on your desk Write down your goals.
Activity-Monitoring time!
| |
Group Discussion and Reflection |
| |
5 Minutes |
Tips for Time Management and Wrap up the lesson by watching the video in the following link. https://www.youtube.com/watch?v=m0hqBIugr7I Have students refer back to their Time Management Spreadsheet to visualize and plan moments in their week where they can focus on the priority items that they chose. | |
Other Resources | ||
| Students will watch the following videos as extra resources. | |
|
oercommons
|
2025-03-18T00:35:11.532565
|
Dr. Margaret Mbindyo
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112017/overview",
"title": "College Level Time Management Lesson Plan",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/80304/overview
|
Joseph Remondi's Calculus 3 Project: Cycloids and Related Problems
Overview
This Project has been completed as part of a standard Calculus 3 synchronous online course during Fall 2020 Semester at MassBay Community College, Wellesley Hills, MA.
Cycloids and Related Problems
This Project has been completed as part of a standard Calculus 3 synchronous online course during Fall 2020 Semester at MassBay Community College, Wellesley Hills, MA.
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oercommons
|
2025-03-18T00:35:11.551013
|
Igor Baryakhtar
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80304/overview",
"title": "Joseph Remondi's Calculus 3 Project: Cycloids and Related Problems",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/121638/overview
|
MAC-222 Final Exam
MAC-222 Questions And Answers
MAC-222, Advanced CNC Turning
Overview
This course covers advanced methods in setup and operation of CNC turning centers. Emphasis is placed on programming and production of complex parts. Upon completion, students should be able to demonstrate skills in programming, operations, and setup of CNC turning centers.
MAC-222, Advanced CNC Turning
This course covers advanced methods in setup and operation of CNC turning centers. Emphasis is placed on programming and production of complex parts. Upon completion, students should be able to demonstrate skills in programming, operations, and setup of CNC turning centers.
Resources include lectures, videos, assessments, labs, etc.
This product was funded by a grant awarded by the U.S. Department of Labor's Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.
|
oercommons
|
2025-03-18T00:35:11.571356
|
11/04/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121638/overview",
"title": "MAC-222, Advanced CNC Turning",
"author": "Bo Bunn"
}
|
https://oercommons.org/courseware/lesson/99048/overview
|
Exploring the American Dream: "A Raisin in the Sun"
Overview
Exploring the American Dream: "A Raisin in the Sun" by Lorraine Hansberry.
The American Dream means different things to different people. By viewing Hansberry's work, "A Raisin in the Sun", students will have the opportunity to identify the different dreams held by the characters in the play and how they are both similar and different.
Reflect on the play and fill in the response sheet regarding each character's "dream." Please use full sentences and proper grammar. There is no minimum word count.
Assignment
Exploring the American Dream: "A Raisin in the Sun" by Lorraine Hansberry.
The American Dream means different things to different people. By viewing Hansberry's work, "A Raisin in the Sun", students will have the opportunity to identify the different dreams held by the characters in the play and how they are both similar and different.
Reflect on the play and fill in the response sheet regarding each character's "dream." Please use full sentences and proper grammer. There is no minimum word count.
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oercommons
|
2025-03-18T00:35:11.590071
|
11/23/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99048/overview",
"title": "Exploring the American Dream: \"A Raisin in the Sun\"",
"author": "Lori DeLappe"
}
|
https://oercommons.org/courseware/lesson/90261/overview
|
9 chaplinb
9 chaplinc
charlie chaplin presentation nine
Overview
chaplin presentation nine
charlie chaplin presentation nine
chaplin presentation nine
|
oercommons
|
2025-03-18T00:35:11.610052
|
02/21/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90261/overview",
"title": "charlie chaplin presentation nine",
"author": "stuart lenig"
}
|
https://oercommons.org/courseware/lesson/114415/overview
|
Welding-112 Mid Term
Welding-112 Quiz Questions and Answers
WLD – 112, Basic Welding Processes
WLD-112 Basic Welding Processes
Overview
This course introduces basic welding and cutting. Emphasis is placed on beads applied with gases, mild steel fillers, and electrodes and the capillary action of solder. Upon completion, students should be able to set up welding and oxy-fuel equipment and perform welding, brazing, and soldering processes.
WLD-112 Basic Welding Processes
This course introduces basic welding and cutting. Emphasis is placed on beads applied with gases, mild steel fillers, and electrodes and the capillary action of solder. Upon completion, students should be able to set up welding and oxy-fuel equipment and perform welding, brazing, and soldering processes.
This product was funded by a grant awarded by the U.S. Department of Labor's Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.
|
oercommons
|
2025-03-18T00:35:11.632124
|
Full Course
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114415/overview",
"title": "WLD-112 Basic Welding Processes",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/69445/overview
|
Module 4: Sex and Gender
Overview
This module examines sex and gender
Lesson 4.1: Introduction to Sex and Gender
Before we discuss gender in detail, it is important to understand what gender actually is. The terms sex and gender are frequently used interchangeably, though they have different meanings. In this context, sex refers to the biological category of male or female, as defined by physical differences in genetic composition and in reproductive anatomy and function. On the other hand, gender refers to the cultural, social, and psychological meanings that are associated with masculinity and femininity (Wood & Eagly, 2002). You can think of “male” and “female” as distinct categories of sex (a person is typically born a male or a female), but “masculine” and “feminine” as continuums associated with gender (everyone has a certain degree of masculine and feminine traits and qualities).
Beyond sex and gender, there are a number of related terms that are also often misunderstood. Gender roles are the behaviors, attitudes, and personality traits that are designated as either masculine or feminine in a given culture. It is common to think of gender roles in terms of gender stereotypes, or the beliefs and expectations people hold about the typical characteristics, preferences, and behaviors of men and women. A person’s gender identity refers to their psychological sense of being male or female. In contrast, a person’s sexual orientation is the direction of their emotional and erotic attraction toward members of the opposite sex, the same sex, or both sexes. These are important distinctions, and though we will not discuss each of these terms in detail, it is important to recognize that sex, gender, gender identity, and sexual orientation do not always correspond with one another. A person can be biologically male but have a female gender identity while being attracted to women, or any other combination of identities and orientations.
Defining Gender
Historically, the terms gender and sex have been used interchangeably. Because of this, gender is often viewed as a binary – a person is either male or female – and it is assumed that a person’s gender matches their biological sex. This is not always the case, however, and more recent research has separated these two terms. While the majority of people do identify with the gender that matches their biological sex (cisgender), an estimated 0.6% of the population identify with a gender that does not match their biological sex (transgender; Flores, Herman, Gates, & Brown, 2016). For example, an individual who is biologically male may identify as female, or vice versa.
In addition to separating gender and sex, recent research has also begun to conceptualize gender in ways beyond the gender binary. Genderqueer or gender nonbinary are umbrella terms used to describe a wide range of individuals who do not identify with and/or conform to the gender binary. These terms encompass a variety of more specific labels individuals may use to describe themselves. Some common labels are genderfluid, agender, and bigender. An individual who is genderfluid may identify as male, female, both, or neither at different times and in different circumstances. An individual who is agender may have no gender or describe themselves as having a neutral gender, while bigender individuals identify as two genders.
It is important to remember that sex and gender do not always match and that gender is not always binary; however, a large majority of prior research examining gender has not made these distinctions. As such, the following sections will discuss gender as a binary.
Lesson 4.2 Gender Differences
Differences between males and females can be based on (a) actual gender differences (i.e., men and women are actually different in some abilities), (b) gender roles (i.e., differences in how men and women are supposed to act), or (c) gender stereotypes (i.e., differences in how we think men and women are). Sometimes gender stereotypes and gender roles reflect actual gender differences, but sometimes they do not.
What are actual gender differences? In terms of language and language skills, girls develop language skills earlier and know more words than boys; this does not, however, translate into long-term differences. Girls are also more likely than boys to offer praise, to agree with the person they’re talking to, and to elaborate on the other person’s comments; boys, in contrast, are more likely than girls to assert their opinion and offer criticisms (Leaper & Smith, 2004). In terms of temperament, boys are slightly less able to suppress inappropriate responses and slightly more likely to blurt things out than girls (Else-Quest, Hyde, Goldsmith, & Van Hulle, 2006).
With respect to aggression, boys exhibit higher rates of unprovoked physical aggression than girls, but no difference in provoked aggression (Hyde, 2005). Some of the biggest differences involve the play styles of children. Boys frequently play organized rough-and-tumble games in large groups, while girls often play less physical activities in much smaller groups (Maccoby, 1998). There are also differences in the rates of depression, with girls much more likely than boys to be depressed after puberty. After puberty, girls are also more likely to be unhappy with their bodies than boys.
However, there is considerable variability between individual males and individual females. Also, even when there are mean level differences, the actual size of most of these differences is quite small. This means, knowing someone’s gender does not help much in predicting his or her actual traits. For example, in terms of activity level, boys are considered more active than girls. However, 42% of girls are more active than the average boy (but so are 50% of boys; see Figure 1 for a depiction of this phenomenon in a comparison of male and female self-esteem). Furthermore, many gender differences do not reflect innate differences, but instead reflect differences in specific experiences and socialization. For example, one presumed gender difference is that boys show better spatial abilities than girls. However, Tzuriel and Egozi (2010) gave girls the chance to practice their spatial skills (by imagining a line drawing was different shapes) and discovered that, with practice, this gender difference completely disappeared.
Many domains we assume differ across genders are really based on gender stereotypes and not actual differences. Based on large meta-analyses, the analyses of thousands of studies across more than one million people, research has shown: Girls are not more fearful, shy, or scared of new things than boys; boys are not more angry than girls and girls are not more emotional than boys; boys do not perform better at math than girls; and girls are not more talkative than boys (Hyde, 2005).
In the following sections, we’ll investigate gender roles, the part they play in creating these stereotypes, and how they can affect the development of real gender differences.
Lesson 4.3: Gender Roles
Gender Roles
As mentioned earlier, gender roles are well-established social constructions that may change from culture to culture and over time. In American culture, we commonly think of gender roles in terms of gender stereotypes, or the beliefs and expectations people hold about the typical characteristics, preferences, and behaviors of men and women.
By the time we are adults, our gender roles are a stable part of our personalities, and we usually hold many gender stereotypes. When do children start to learn about gender? Very early. By their first birthday, children can distinguish faces by gender. By their second birthday, they can label others’ gender and even sort objects into gender-typed categories. By the third birthday, children can consistently identify their own gender (see Martin, Ruble, & Szkrybalo, 2002, for a review). At this age, children believe sex is determined by external attributes, not biological attributes. Between 3 and 6 years of age, children learn that gender is constant and can’t change simply by changing external attributes, having developed gender constancy. During this period, children also develop strong and rigid gender stereotypes. Stereotypes can refer to play (e.g., boys play with trucks, and girls play with dolls), traits (e.g., boys are strong, and girls like to cry), and occupations (e.g., men are doctors and women are nurses). These stereotypes stay rigid until children reach about age 8 or 9. Then they develop cognitive abilities that allow them to be more flexible in their thinking about others.
Figure 2: Children develop the ability to classify gender very early in life.
How do our gender roles and gender stereotypes develop and become so strong? Many of our gender stereotypes are so strong because we emphasize gender so much in culture (Bigler & Liben, 2007). For example, males and females are treated differently before they are even born. When someone learns of a new pregnancy, the first question asked is “Is it a boy or a girl?” Immediately upon hearing the answer, judgments are made about the child: Boys will be rough and like blue, while girls will be delicate and like pink. Developmental intergroup theory postulates that adults’ heavy focus on gender leads children to pay attention to gender as a key source of information about themselves and others, to seek out any possible gender differences, and to form rigid stereotypes based on gender that are subsequently difficult to change.
There are also psychological theories that partially explain how children form their own gender roles after they learn to differentiate based on gender. The first of these theories is gender schema theory. Gender schema theory argues that children are active learners who essentially socialize themselves. In this case, children actively organize others’ behavior, activities, and attributes into gender categories, which are known as schemas. These schemas then affect what children notice and remember later. People of all ages are more likely to remember schema-consistent behaviors and attributes than schema-inconsistent behaviors and attributes. So, people are more likely to remember men, and forget women, who are firefighters. They also misremember schema-inconsistent information. If research participants are shown pictures of someone standing at the stove, they are more likely to remember the person to be cooking if depicted as a woman, and the person to be repairing the stove if depicted as a man. By only remembering schema-consistent information, gender schemas strengthen more and more over time.
A second theory that attempts to explain the formation of gender roles in children is social learning theory. Social learning theory argues that gender roles are learned through reinforcement, punishment, and modeling. Children are rewarded and reinforced for behaving in concordance with gender roles and punished for breaking gender roles. In addition, social learning theory argues that children learn many of their gender roles by modeling the behavior of adults and older children and, in doing so, develop ideas about what behaviors are appropriate for each gender. Social learning theory has less support than gender schema theory—research shows that parents do reinforce gender-appropriate play, but for the most part treat their male and female children similarly (Lytton & Romney, 1991).
Lesson 4.4: Gender Socialization
Gender and Socialization
The phrase “boys will be boys” is often used to justify behavior such as pushing, shoving, or other forms of aggression from young boys. The phrase implies that such behavior is unchangeable and something that is part of a boy’s nature. Aggressive behavior, when it does not inflict significant harm, is often accepted from boys and men because it is congruent with the cultural script for masculinity. The “script” written by society is in some ways similar to a script written by a playwright. Just as a playwright expects actors to adhere to a prescribed script, society expects women and men to behave according to the expectations of their respective gender roles. Scripts are generally learned through a process known as socialization, which teaches people to behave according to social norms.
Socialization
Children learn at a young age that there are distinct expectations for boys and girls. Cross-cultural studies reveal that children are aware of gender roles by age two or three. At four or five, most children are firmly entrenched in culturally appropriate gender roles (Kane 1996). Children acquire these roles through socialization, a process in which people learn to behave in a particular way as dictated by societal values, beliefs, and attitudes. For example, society often views riding a motorcycle as a masculine activity and, therefore, considers it to be part of the male gender role. Attitudes such as this are typically based on stereotypes, oversimplified notions about members of a group. Gender stereotyping involves overgeneralizing about the attitudes, traits, or behavior patterns of women or men. For example, women may be thought of as too timid or weak to ride a motorcycle.
Gender stereotypes form the basis of sexism. Sexism refers to prejudiced beliefs that value one sex over another. It varies in its level of severity. In parts of the world where women are strongly undervalued, young girls may not be given the same access to nutrition, healthcare, and education as boys. Further, they will grow up believing they deserve to be treated differently from boys (UNICEF 2011; Thorne 1993). While it is illegal in the United States when practiced as discrimination, unequal treatment of women continues to pervade social life. It should be noted that discrimination based on sex occurs at both the micro- and macro-levels. Many sociologists focus on discrimination that is built into the social structure; this type of discrimination is known as institutional discrimination (Pincus 2008).
Gender socialization occurs through four major agents of socialization: family, education, peer groups, and mass media. Each agent reinforces gender roles by creating and maintaining normative expectations for gender-specific behavior. Exposure also occurs through secondary agents such as religion and the workplace. Repeated exposure to these agents over time leads men and women into a false sense that they are acting naturally rather than following a socially constructed role.
Family is the first agent of socialization. There is considerable evidence that parents socialize sons and daughters differently. Generally speaking, girls are given more latitude to step outside of their prescribed gender role (Coltrane and Adams 2004; Kimmel 2000; Raffaelli and Ontai 2004). However, differential socialization typically results in greater privileges afforded to sons. For instance, boys are allowed more autonomy and independence at an earlier age than daughters. They may be given fewer restrictions on appropriate clothing, dating habits, or curfew. Sons are also often free from performing domestic duties such as cleaning or cooking and other household tasks that are considered feminine. Daughters are limited by their expectation to be passive and nurturing, generally obedient, and to assume many of the domestic responsibilities.
Even when parents set gender equality as a goal, there may be underlying indications of inequality. For example, boys may be asked to take out the garbage or perform other tasks that require strength or toughness, while girls may be asked to fold laundry or perform duties that require neatness and care. It has been found that fathers are firmer in their expectations for gender conformity than are mothers, and their expectations are stronger for sons than they are for daughters (Kimmel 2000). This is true in many types of activities, including preference for toys, play styles, discipline, chores, and personal achievements. As a result, boys tend to be particularly attuned to their father’s disapproval when engaging in an activity that might be considered feminine, like dancing or singing (Coltraine and Adams 2008). Parental socialization and normative expectations also vary along lines of social class, race, and ethnicity. Black families, for instance, are more likely than White families to model an egalitarian role structure for their children (Staples and Boulin Johnson 2004).
The reinforcement of gender roles and stereotypes continues once a child reaches school age. Until very recently, schools were rather explicit in their efforts to stratify boys and girls. The first step toward stratification was segregation. Girls were encouraged to take home economics or humanities courses and boys to take math and science.
Studies suggest that gender socialization still occurs in schools today, perhaps in less obvious forms (Lips 2004). Teachers may not even realize they are acting in ways that reproduce gender differentiated behavior patterns. Yet any time they ask students to arrange their seats or line up according to gender, teachers may be asserting that boys and girls should be treated differently (Thorne 1993).
Even in levels as low as kindergarten, schools subtly convey messages to girls indicating that they are less intelligent or less important than boys. For example, in a study of teacher responses to male and female students, data indicated that teachers praised male students far more than female students. Teachers interrupted girls more often and gave boys more opportunities to expand on their ideas (Sadker and Sadker 1994). Further, in social as well as academic situations, teachers have traditionally treated boys and girls in opposite ways, reinforcing a sense of competition rather than collaboration (Thorne 1993). Boys are also permitted a greater degree of freedom to break rules or commit minor acts of deviance, whereas girls are expected to follow rules carefully and adopt an obedient role (Ready 2001).
Mimicking the actions of significant others is the first step in the development of a separate sense of self (Mead 1934). Like adults, children become agents who actively facilitate and apply normative gender expectations to those around them. When children do not conform to the appropriate gender role, they may face negative sanctions such as being criticized or marginalized by their peers. Though many of these sanctions are informal, they can be quite severe. For example, a girl who wishes to take karate class instead of dance lessons may be called a “tomboy” and face difficulty gaining acceptance from both male and female peer groups (Ready 2001). Boys, especially, are subject to intense ridicule for gender nonconformity (Coltrane and Adams 2004; Kimmel 2000).
Mass media serves as another significant agent of gender socialization. In television and movies, women tend to have less significant roles and are often portrayed as wives or mothers. When women are given a lead role, it often falls into one of two extremes: a wholesome, saint-like figure or a malevolent, hypersexual figure (Etaugh and Bridges 2003). This same inequality is pervasive in children’s movies (Smith 2008). Research indicates that in the ten top-grossing G-rated movies released between 1991 and 2013, nine out of ten characters were male (Smith 2008).
Television commercials and other forms of advertising also reinforce inequality and gender-based stereotypes. Women are almost exclusively present in ads promoting cooking, cleaning, or childcare-related products (Davis 1993). Think about the last time you saw a man star in a dishwasher or laundry detergent commercial. In general, women are underrepresented in roles that involve leadership, intelligence, or a balanced psyche. Of particular concern is the depiction of women in ways that are dehumanizing, especially in music videos. Even in mainstream advertising, however, themes intermingling violence and sexuality are quite common (Kilbourne 2000).
Lesson 4.5: Social Stratification and Inequality
Social Stratification and Inequality
Stratification refers to a system in which groups of people experience unequal access to basic, yet highly valuable, social resources. The United States is characterized by gender stratification (as well as stratification of race, income, occupation, and the like). Evidence of gender stratification is especially keen within the economic realm. Despite making up nearly half (49.8 percent) of payroll employment, men vastly outnumber women in authoritative, powerful, and, therefore, high-earning jobs (U.S. Census Bureau 2010). Even when a woman’s employment status is equal to a man’s, she will generally make only 77 cents for every dollar made by her male counterpart (U.S. Census Bureau 2010). Women in the paid labor force also still do the majority of the unpaid work at home. On an average day, 84 percent of women (compared to 67 percent of men) spend time doing household management activities (U.S. Census Bureau 2011). This double duty keeps working women in a subordinate role in the family structure (Hochschild and Machung 1989).
Gender stratification through the division of labor is not exclusive to the United States. According to George Murdock’s classic work, Outline of World Cultures (1954), all societies classify work by gender. When a pattern appears in all societies, it is called a cultural universal. While the phenomenon of assigning work by gender is universal, its specifics are not. The same task is not assigned to either men or women worldwide. But the way each task’s associated gender is valued is notable. In Murdock’s examination of the division of labor among 324 societies around the world, he found that in nearly all cases the jobs assigned to men were given greater prestige (Murdock and White 1968). Even if the job types were very similar and the differences slight, men’s work was still considered more vital.
There is a long history of gender stratification in the United States. When looking to the past, it would appear that society has made great strides in terms of abolishing some of the most blatant forms of gender inequality (see timeline below) but underlying effects of male dominance still permeate many aspects of society.
- Before 1809—Women could not execute a will
- Before 1840—Women were not allowed to own or control property
- Before 1920—Women were not permitted to vote
- Before 1963—Employers could legally pay a woman less than a man for the same work
- Before 1973—Women did not have the right to a safe and legal abortion (Imbornoni 2009)
Lesson 4.6: Sexuality Around the World and the United States
Sexuality around the World
Cross-national research on sexual attitudes in industrialized nations reveals that normative standards differ across the world. For example, several studies have shown that Scandinavian students are more tolerant of premarital sex than are U.S. students (Grose 2007). A study of 37 countries reported that non-Western societies—like China, Iran, and India—valued chastity highly in a potential mate, while Western European countries—such as France, the Netherlands, and Sweden—placed little value on prior sexual experiences (Buss 1989).
| Country | Males (Mean) | Females (Mean) |
|---|---|---|
| China | 2.54 | 2.61 |
| India | 2.44 | 2.17 |
| Indonesia | 2.06 | 1.98 |
| Iran | 2.67 | 2.23 |
| Israel (Palestinian) | 2.24 | 0.96 |
| Sweden | 0.25 | 0.28 |
| Norway | 0.31 | 0.30 |
| Finland | 0.27 | 0.29 |
| The Netherlands | 0.29 | 0.29 |
Even among Western cultures, attitudes can differ. For example, according to a 33,590-person survey across 24 countries, 89 percent of Swedes responded that there is nothing wrong with premarital sex, while only 42 percent of Irish responded this way. From the same study, 93 percent of Filipinos responded that sex before age 16 is always wrong or almost always wrong, while only 75 percent of Russians responded this way (Widmer, Treas, and Newcomb 1998). Sexual attitudes can also vary within a country. For instance, 45 percent of Spaniards responded that homosexuality is always wrong, while 42 percent responded that it is never wrong; only 13 percent responded somewhere in the middle (Widmer, Treas, and Newcomb 1998).
Of industrialized nations, Sweden is thought to be the most liberal when it comes to attitudes about sex, including sexual practices and sexual openness. The country has very few regulations on sexual images in the media, and sex education, which starts around age six, is a compulsory part of Swedish school curricula. Sweden’s permissive approach to sex has helped the country avoid some of the major social problems associated with sex. For example, rates of teen pregnancy and sexually transmitted disease are among the world’s lowest (Grose 2007). It would appear that Sweden is a model for the benefits of sexual freedom and frankness. However, implementing Swedish ideals and policies regarding sexuality in other, more politically conservative, nations would likely be met with resistance.
Sexuality in the United States
The United States prides itself on being the land of the “free,” but it is rather restrictive when it comes to its citizens’ general attitudes about sex compared to other industrialized nations. In an international survey, 29 percent of U.S. respondents stated that premarital sex is always wrong, while the average among the 24 countries surveyed was 17 percent. Similar discrepancies were found in questions about the condemnation of sex before the age of 16, extramarital sex, and homosexuality, with total disapproval of these acts being 12, 13, and 11 percent higher, respectively, in the United States, than the study’s average (Widmer, Treas, and Newcomb 1998).
U.S. culture is particularly restrictive in its attitudes about sex when it comes to women and sexuality. It is widely believed that men are more sexual than are women. In fact, there is a popular notion that men think about sex every seven seconds. Research, however, suggests that men think about sex an average of 19 times per day, compared to 10 times per day for women (Fisher, Moore, and Pittenger 2011).
Belief that men have—or have the right to—more sexual urges than women creates a double standard. Ira Reiss, a pioneer researcher in the field of sexual studies, defined the double standard as prohibiting premarital sexual intercourse for women but allowing it for men (Reiss 1960). This standard has evolved into allowing women to engage in premarital sex only within committed love relationships, but allowing men to engage in sexual relationships with as many partners as they wish without condition (Milhausen and Herold 1999). Due to this double standard, a woman is likely to have fewer sexual partners in her life time than a man. According to a Centers for Disease Control and Prevention (CDC) survey, the average thirty-five-year-old woman has had three opposite-sex sexual partners while the average thirty-five-year-old man has had twice as many (Centers for Disease Control 2011).
The future of a society’s sexual attitudes may be somewhat predicted by the values and beliefs that a country’s youth expresses about sex and sexuality. Data from the most recent National Survey of Family Growth reveals that 70 percent of boys and 78 percent of girls ages fifteen to nineteen said they “agree” or “strongly agree” that “it’s okay for an unmarried female to have a child" (National Survey of Family Growth 2013). In a separate survey, 65 percent of teens stated that they “strongly agreed” or “somewhat agreed” that although waiting until marriage for sex is a nice idea, it’s not realistic (NBC News 2005). This does not mean that today’s youth have given up traditional sexual values such as monogamy. Nearly all college men (98.9 percent) and women (99.2 percent) who participated in a 2002 study on sexual attitudes stated they wished to settle down with one mutually exclusive sexual partner at some point in their lives, ideally within the next five years (Pedersen et al. 2002).
Summary
Sex and Gender
The terms “sex” and “gender” refer to two different identifiers. Sex denotes biological characteristics differentiating males and females, while gender denotes social and cultural characteristics of masculine and feminine behavior. Sex and gender are not always synchronous. Individuals who strongly identify with the opposing gender are considered transgender.
Gender
Children become aware of gender roles in their earliest years, and they come to understand and perform these roles through socialization, which occurs through four major agents: family, education, peer groups, and mass media. Socialization into narrowly prescribed gender roles results in the stratification of males and females. Each sociological perspective offers a valuable view for understanding how and why gender inequality occurs in our society.
Sex and Sexuality
When studying sex and sexuality, sociologists focus their attention on sexual attitudes and practices, not on physiology or anatomy. Norms regarding gender and sexuality vary across cultures. In general, the United States tends to be fairly conservative in its sexual attitudes. As a result, homosexuals continue to face opposition and discrimination in most major social institutions.
References
Sections 1-4:
Brown, C. S., Jewell, J. A., & Tam, M. J. (2020). Gender. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from http://noba.to/ge5fdhba
Sections 5-8
Introduction to Sociology 2e OpenStax, Rice University. Retrieved from: https://openstax.org/details/books/introduction-sociology-2e?Book%20details
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oercommons
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2025-03-18T00:35:11.670837
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07/07/2020
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69445/overview",
"title": "Module 4: Sex and Gender",
"author": "Audra Kallimanis"
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https://oercommons.org/courseware/lesson/104463/overview
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Education Standards
3_Grade K Version with Guidance_v5.2.7 K.OA.A.2
4_Grade K Version with Guidance_v5.2.7 K.OA.A.3
5_Grade K Version with Guidance_v5.2.7 K.OA.A.4
6_Grade K Version with Guidance_v5.2.7 K.OA.A.5
OREGON MATH STANDARDS (2021): [K.OA]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
Oregon Math Guidance: K.OA.A.1
Cluster: K.OA.A - Understand addition and subtraction.
STANDARD: K.OA.A.1
Standards Statement (2021):
Represent addition as putting together and adding to and subtraction as taking apart and taking from using objects, drawings, physical expressions, numbers or equations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | K.OA.A.2, 1.OA.A.1 | K.NCC.A.1 | K.OA.A.1 K.OA.A Crosswalk |
Standards Guidance:
Clarifications
- Practices combining, separating, and naming quantities.
- Uses simple strategies to solve mathematical problems and communicates how he/she solved it.
- Students should be able to represent real-life problems involving the addition and subtraction of whole numbers within 10 with objects and drawings.
Terminology
- Physical expressions can include, but not limited to, sounds (e.g., claps), acting out situations, or other types of physical movement.
- Pictorial drawings need not show details, but should show the mathematics in the problem.
Boundaries
- Exposure to equations is expected but mastery of equations is not required.
- Drawings do not need to show details but should show the mathematics in the problem.
- Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required. However, please note that it is not until First Grade when “Understand the meaning of the equal sign” is an expectation.
Teaching Strategies
- Representations may include objects, fingers, mental images, drawings, expressions, or equations.
- Student drawings should show the mathematics of the solution from the given context. Equations should be derived from contexts.
Progressions
- Students may bring from home different ways to show numbers with their fingers and to raise (or lower) them when counting. The three major ways used around the world are starting with the thumb, the little finger, or the pointing finger (ending with the thumb in the latter two cases). Each way has advantages physically or mathematically, so students can use whatever is familiar to them. (Please reference page 8 in the Progression document)
Examples
- Representation can include objects, fingers, mental images, drawings, sounds, acting out, verbal explanations, expressions or equations. An example of representational sounds can be clapping.
Illustrative Mathematics:[Ten Frame Addition] [Dice Addition 2]
Oregon Math Guidance: K.OA.A.2
STANDARD: K.OA.A.2
Standards Statement (2021):
Represent addition as putting together and adding to and subtraction as taking apart and taking from using objects, drawings, physical expressions, numbers or equations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.OA.A.1 | K.OA.A.3, 1.OA.A.1, 1.OA.B.3, 1.OA.B.4, 1.OA.C.6 | N/A | K.OA.A.2 K.OA.A Crosswalk |
Standards Guidance:
Clarifications
- Use addition and subtraction within 10 to solve and represent problems in authentic contexts involving situations of adding to, taking from, putting together, and taking apart.
- Practices combining, separating, and naming quantities.
- Uses simple strategies to solve mathematical problems and communicates how he/she solved it.
Terminology
- Students should be provided with a variety of problem types including Join: Result Unknown, Separate: Result Unknown, and Part-Part-Whole: Whole Unknown; however, students are not required to know or use this terminology.
- Join: Result Unknown
- Example: 3 birds were sitting in a tree and 2 more birds flew onto the tree. How many birds were in the tree then?
- Separate: Result Unknown
- Example: Toni had 8 guppies. She gave 3 guppies to Roger. How many guppies does Toni have now?
- Part-Part-Whole: Whole Unknown
- Example: 6 girls and 4 boys were playing soccer. How many children were playing soccer?
- Join: Result Unknown
Boundaries
- Exposure to equations is expected but mastery of equations is not required in Kindergarten.
Teaching Strategies
- Use objects and drawings to represent the word problem. In order to solve word problems within 10, use numbers 0-9
- Students should be able to solve real-life problems involving the addition and subtraction of single-digit whole numbers, using a variety of strategies such as:
- counting on
- counting backward
- making 10
Examples
- Illustrative Mathematics: [Ten Flashing Fireflies] [Dice Addition 1] [What’s Missing?]
- Student Achievement Partners: [Teddy Bears] [Fly Away]
Oregon Math Guidance: K.OA.A.3
STANDARD: K.OA.A.3
Standards Statement (2021):
Using objects or drawings, and equations, decompose numbers less than or equal to 10 into pairs in more than one way.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.OA.A.2 | K.OA.A.4, K.OA.A.5, 1.OA.C.6 | K.NBT.A.1, K.NCC.A.1 | K.OA.A.3 K.OA.A Crosswalk |
Standards Guidance:
Clarifications
- Students practice combining, separating, and naming quantities.
Terminology
- Decomposition is the process of breaking apart a number into a variety of parts that all equal the same whole. Example 9 = 6 +3; 9 = 5 + 4 both equations equal 9.
- The terms below are used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective.
- Compose – put together numbers
- Decompose – break apart numbers
Teaching Strategies
- Use objects or drawings to decompose numbers in at least two different ways. Record each decomposition with a drawing, number bond, or equation.
- Teachers should use dot card images for students to explain how they see different number combinations.
Examples
- Illustrative Mathematics:
Oregon Math Guidance: K.OA.A.4
STANDARD: K.OA.A.4
Standards Statement (2021):
By using objects, drawings, or equations, find the unknown number that makes 10 when added to a given number from 1 - 9.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.OA.A.3 | 1.OA.C.6 | N/A | K.OA.A.4 K.OA.A Crosswalk |
Standards Guidance:
Clarifications
- This standard builds upon the understanding that a number can be decomposed into parts. (K.OA.A.3).
- Once students have had experiences breaking apart ten into various combinations, this asks students to find a missing part of 10.
Examples
- A full case of juice boxes has 10 boxes. There are only 6 boxes in this case. How many juice boxes are missing?
- Student Achievement Partners:
Oregon Math Guidance: K.OA.A.5
STANDARD: K.OA.A.5
SStandards Statement (2021):
Fluently add and subtract within 5 with accurate, efficient, and flexible strategies.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
K.OA.A.3 | 1.OA.C.6 | N/A | K.OA.A.5 K.OA.A Crosswalk |
Standards Guidance:
Clarifications
- Uses simple strategies to solve mathematical problems and communicates how he/she solved it.
- Students should be able to solve real-life problems involving the addition and subtraction of numbers within five.
Terminology
- The terms below are used to clarify expectations for the teaching professional. Students are not required to use this terminology when engaging with the learning objective.
- Fluently/Fluency -- To achieve fluency, students should be able to choose flexibly among methods and strategies to solve mathematical problems accurately and efficiently.
Boundaries
- Fluency does not lend itself to timed tests or speed.
- Exposure to equations is expected but mastery of equations is not required.
Progressions
- Experience with decompositions of numbers and with Add To and Take From situations enables students to begin to fluently add and subtract within 5. (Please reference page 11 in the Progression document)
Examples
- Record the sum or difference with a drawing oral response, visual cue or equation. Can use an oral response to a verbal or visual cue to demonstrate fluency.
- When making toothpick designs to represent the various combinations of the number “5”, the student writes the numerals for the various parts (such as “4” and “1”) or selects a number sentence that represents that particular situation (such as 5 = 4 + 1).
- Illustrative Mathematics:
- Student Achievement Partners:
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oercommons
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2025-03-18T00:35:11.827853
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06/01/2023
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"url": "https://oercommons.org/courseware/lesson/104463/overview",
"title": "OREGON MATH STANDARDS (2021): [K.OA]",
"author": "Mark Freed"
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https://oercommons.org/courseware/lesson/64747/overview
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Emergent Bilingual Learning Resources
Overview
Resource suggestions to explore and consider as a way to support emergent bilingual students.
Grade K - 12 Emergent Bilingual Learning Resources
Aprende en Casa: This site is supported by the Department of Education in Mexico and offers educational channels and workshops for grades 1-12.
Biblioteca Virtual Infantil: Children's Virtual Library for Ages 0 -12. Biblioteca Virtual Universal presenta una de las más grandes colecciones de libros digitalizados en toda Latinoamérica; con acceso directo a las obras y con un sistema de búsquedas por Título de la Obra, Autor y Clasificación por Materias. The Children's Virtual Library is one of the largest collections of digital books in all of Latin America; with direct access to the books and a search feature by Title, Author, and Genre.
BrainPop for Emerging Bilinguals, Brain Pop en Español, and BrainPop Maestros: Brain Pop provides learning games, animated movies and activities that are designed with relevance, depth and humor.
Center for Applied Linguistics: The Center for Applied Linguistics (CAL) is offering FREE resources so that you can continue your practice, get some ready-to-use ideas, or learn new skills.
Colorín Colorado: Colorín Colorado has been providing free research-based information, activities, and advice to parents, schools, and communities.
English Learners Success Forum: This site focuses on Math and ELA activities and scaffolds that can be strategically built into lessons and units to deepen and accelerate English learners’ content area learning over time.
Ed Ready: This site allow students to assess the readiness for college math and English, see target options, and get a personalized study path to fill in knowledge gaps.
Figure This!: The resources listed here assists parents and educators to demonstrate challenging middle school mathematics and emphasizes the importance of high-quality math education for all students.
Flip Grid: Flipgrid is free for all educators, learners, and families to engage and empower every voice in your classroom or at home by recording and sharing short videos
Kahn Academy and Kahn Academy en Español: Students practice at their own pace, first filling in gaps in their understanding and then accelerating their learning
National Geographic for Kids: This site provides curated collections of activities that have been developed for educators, parents, and caregivers to implement with K–12 learners anywhere, anytime.
PBS Kids: PBS KIDS leverages the full spectrum of media and technology to build knowledge, critical thinking, imagination and curiosity.
PHeT Interactive: PHet creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.
Reading Rockets: Reading Rockets immerse kids in language and stories, build background knowledge, and inspire creative play.
Scholastic Learn at Home: Day by day projects to keep kids reading, thinking, and growing. Also connected to other content areas.
TESOL Classroom Resource: For more than 50 years, TESOL International Association has been providing community to educators, researchers, administrators, and students in the ELT field. With more than 12,000 members representing 160 countries, and more than 100 worldwide affiliates, TESOL offers you the opportunity to be part of a dynamic professional community and join in TESOL’s mission to advance excellence in English language teaching.
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oercommons
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2025-03-18T00:35:11.850868
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Interactive
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https://oercommons.org/courseware/lesson/63911/overview
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Span. 202 Lab 7 - El Mundo Del Trabajo/The World Of Work - Intermediate-Mid
Overview
In this activity students will discuss specific work life situations as well as things specific to getting a job or during the interview process. This brings in a real life situation to the lab to enhance discussion as well as learning.
Pathways / Lesson Information
Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
Looking for the English Version of this activity to adapt for your language? CLICK HERE
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.
How to use the WLRC Repository’s Activities:
1. Use the Activity as is:
Before you begin:
Most activities are 30 minutes in duration, unless otherwise specified.
Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.
If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.
2. Remix for Your Language Classroom:
When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.
Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:
Google Slideshows:
To begin, go to File -> Copy to create an editable version of the slideshow.
Once finished with your changes, please complete the following steps to share:
Click on Share
Who Has Access
Ensure link sharing is on and allow external access.
Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided.
3. Adapt for Another Language:
See the linked English Version at the top of the activity (English Version may not be available for all activities)
El Mundo Del Trabajo
Description:
In this activity students will discuss specific work life situations as well as things specific to getting a job or during the interview process. This brings in a real life situation to the lab to enhance discussion as well as learning.
Proficiency Level:
Intermediate-Mid
Keywords:
Work, world, work world, interview, questions, speaking.
World-Readiness Standards:
Standard 1.1 - Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
Idaho Content Standards for World Languages:
COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
COMP 1.1 - Observe formal and informal forms of language.
NCSSFL-ACTFL Can-Do Statements:
Given a situation regarding the workplace:
I can interpret the situation and give tailored advice to a peer
I can respond to the advice from my peer
I can ask follow-up questions both as a peer and advice-giver
Materials Needed:
Warm Up / Main Activity
Warm-up (5-7 mins)
Open up the Google Slideshow and explain to your students that today in the lab you will be discussing situations in the workplace. Sometimes these situations are different or out of the ordinary and we don’t always know how to resolve them. To start the activity, you will chat a bit about the workplace. After, you will have a few fictitious situations that the students will discuss in partners and practice giving advice to an employee.
“Hoy día vamos a charlar sobre algunas situaciones en el trabajo. A veces enfrentamos situaciones difíciles o extrañas que no sabemos cómo resolver. Primero, vamos a charlar un poco sobre el mundo del trabajo. Después, vamos a tener algunas situaciones ficticias que vamos a discutir y dar consejos a un empleado.
Ask the students to answer the following questions with a partner:
Cuando buscas un trabajo, ¿Qué cualidades buscas?
¿Cómo te preparas para una entrevista?
¿Cual es el mejor ambiente en el que has trabajado? ¿Qué crees que lo ha hecho bueno?
¿Cuales tipos de trabajos son populares entre los estudiantes de la universidad? ¿Por qué?
Main Activity (20-22 mins)
Before starting the activity, explain to the students each slide will have a different situation that they will have to work through with a partner. Read the rules with the students:
“Antes de empezar la actividad principal, vamos a repasar unas reglas.”
Una persona va a ser el consejero
La otra persona va a ser empleado
Deben tomar turnos
Debe ser una conversación, no solo contestar las preguntas
2. Begin showing the slides. Have students get into partners and discuss for 2 minutes the situations on each slide.
Wrap Up
Wrap-up (2-3 mins)
To finish the activity, have the students answer the following questions to wrap-up:
¿Qué trabajos crees que serán populares en los próximos cinco años?
¿Qué habilidades crees que serán demandadas en los próximos cinco años?
End of lab:
Read Can-Do statements once more and have students evaluate their confidence. (Use thumbs up/thumbs down or download our student cards.)
Encourage students to be honest in their self-evaluation.
Pay attention, and try to use feedback for future labs!
NCSSFL-ACTFL Can-Do Statements:
Given a situation regarding the workplace:
I can interpret the situation and give tailored advice to a peer
I can respond to the advice from my peer
I can ask follow-up questions both as a peer and advice-giver
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oercommons
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2025-03-18T00:35:11.947040
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Camille Daw
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"url": "https://oercommons.org/courseware/lesson/63911/overview",
"title": "Span. 202 Lab 7 - El Mundo Del Trabajo/The World Of Work - Intermediate-Mid",
"author": "Mimi Fahnstrom"
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https://oercommons.org/courseware/lesson/105424/overview
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Education Standards
Investigating the Air
Navajo Creations Stories Clarene Davis
Relationality with Land Descriptions (Robin Wall Kimmerer)
Relationality with Land Thinking Tool
Sacred Breath Guidance for Educators
Sacred Breath Summary Table
Storytelling Format Examples
Understanding Air Pollution
Understanding Air Pollution slide deck
Sacred Breath (MS)
Overview
Sacred Breath is a Middle School curricular program created by EarthGen. For this unit, we offer professional development training and assistance with implementation. If you are interested in implementing this program at your school or district, please let us know! Please contact info@earthgenwa.org for more information.
Overview
Welcome to Sacred Breath! This middle school unit is a transdisciplinary learning experience that invites educators and students to take a breath and consider how that act is essential in our lives and our relationships with the world. The focal question of Sacred Breath is: How should Air be cared for to support the wellbeing of communities, Land, Water, and species? Throughout this learning journey, students and educators engage in healing breathwork practices, learn the stories of Indigenous communities’ relationships with the Air, explore the power of storytelling, and delve into multiple forms of data to explain where we are and imagine where we may go.
In Sacred Breath, we interweave different ways of knowing such as Western scientific knowledge, storytelling, and Indigenous knowledge systems in order to nurture a more holistic form of scientific inquiry. In doing so, this unit supports educators to facilitate learning that brings together the social, cultural, and ecological dimensions of environmental science and environmental justice topics. Given this transdisciplinary approach, we strongly encourage educators to co-teach this unit with colleagues in other departments (e.g. science, social studies, English Language Arts, art, etc.).
Creation of the Unit
Sacred Breath was inspired by a graphic novel of Navajo Creations Stories created by Clarene Davis (Navajo/Zuni) and Cordell Charlie ( ) as part of an EarthGen partnership. The graphic novel focuses on the relationships between air quality and Navajo culture. It is featured as an anchoring resource within this unit and also deeply informed the design of this learning experience.
This curricular program was developed by Dr. Rae Jing Han (second-generation Chinese immigrant, living on Duwamish and Coast Salish lands) and Cameron Steinback (Afro-American, living on Duwamish and Coast Salish lands), with support from Cameron Foy (Multiracial - Native Hawaiian, Japanese, and white, living on Duwamish and Coast Salish Lands) and Laura Tyler (white, living on Duwamish and Coast Salish Lands). We believe that acknowledging and reflecting on our own intersecting identities and our relationships with these topics is an important part of justice-centered education.
In addition, several collaborators provided crucial support and guidance that shaped the unit, including Anastasia Sanchez and Dr. Shelley Stromholt.
Learning Goals
Next Generation Science Standards
The learning goals of Sacred Breath are closely informed by the Performance Expectations described in the Next Generation Science Standards, which guide the scientific concepts and practices that we focus on in the unit. Sacred Breath addresses MS LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. There is a particular emphasis on the Science and Engineering Practice of Engaging in Argument from Evidence. Students address this Performance Expectation by investigating the disproportionate burden of air pollution on Indigenous communities, the impacts of this pollution on health and well-being, and how Indigenous communities are resisting and responding to this environmental justice concern.
Science Social Focus Framework
To explore this complex topic, Sacred Breath supports students to engage with social and cultural dimensions that are often not included within Western scientific knowledge. An additional framework that informed the creation of this unit is the Science Social Focus Framework designed by Anastasia Sanchez. This learning experience aims to move toward the following three learning goals that correspond to the three interconnected concepts in this Framework:
Science Social Focus Concept | Learning Goal Within Sacred Breath |
Critical consciousness: Promoting an awareness of others and society to apply appropriate empathy or critique through the lens of environmental justice. | Students can critically analyze how settler-colonialism and extractive land relations harm socio-ecological systems. |
Consequential concern: Grappling with matters of future wellbeing and ecological caring as students make connections between science content and the consequential concerns facing society. | Students make connections regarding the disproportionate burden of air pollution and its impacts on Indigenous communities’ health and well-being. Based on this inquiry, students generate justice-centered alternatives and pathways toward socio-ecological thriving. |
Critical and liberatory presence: Restorative justice-oriented representation that names the intersectional injustices faced by racially and socioeconomically marginalized communities — as well as their resistance, leadership, and flourishing. | Students learn about how Indigenous sovereignty and ways of knowing – including multigenerational care, storytelling, stewardship, and relationality – are crucial in resisting and repairing these forms of harm and injustice. |
Unit and Lesson Structure
This unit is designed to be flexible and adaptable to your needs and the needs, interests, and experience level of the students you are working with! Based on students’ language experiences, you can ask them to gather their ideas through written text, demonstrations, drawings, dialogue, and more. Most importantly, we hope you engage your students in authentic conversations about our focal topic and center collective inquiry on the many ideas and questions students themselves generate.
Each lesson in this unit follows a consistent structure:
- Lesson Overview - In each lesson, we introduce a resource, story element, and/or discussion topic that focuses the learning for the day. As you progress through the unit, we encourage the incorporation of students’ questions from previous lessons that align with the upcoming content and activities.
- Breathwork - Each day’s learning begins with breathwork practices rooted in the spiritual, mental, and physical tradition of Yoga that emerged in ancient India. Students try multiple different breathing techniques and mudras to connect with their own relationship with breath.
- Main Activities and Materials - Descriptions of the activities (including related materials) to guide you and your students through new content to explore the guiding question(s) of the lesson.
- Summary Table and Concluding Reflections - Students will track their learning throughout this unit by adding to their Summary Table at the end of each day. The first column is a space to capture key takeaways related to the guiding question for that lesson. In the second column, students record specific pieces of evidence that support those takeaways, including data, observations, and stories. The third column in the Summary Table is dedicated to the Concluding Reflection, a prompt that helps students synthesize their new insights and draw connections to the Science and Social Focus Question. Finally, the fourth column encourages students to exercise their intellectual agency by reflecting on their initial theories and what else they would like to investigate to answer the Science and Social Focus Question.
- Please print copies of the Summary Table for each student to utilize. In addition to individual reflections, you can feel free to facilitate small-group or whole-group discussions to complete the rows of the Summary Table collaboratively. Consider creating a collective Summary Table on a bulletin board or whiteboard so that all members of the class can see each other’s ideas and engage in shared learning.
- Students should feel free to engage with the Summary Table through sketching, journaling, or other creative forms of expression.
- The Summary Table should be a space to encourage students to practice being critical thinkers and scientists! Be careful not to “funnel” students toward a correct answer. Instead, students should feel autonomy and responsibility for gathering the knowledge that is significant for them and tracking their own learning journeys.
In Sacred Breath, we use a variety of different strategies to assess student learning and sensemaking in alignment with NGSS and SSFF:
- Summary Table and Concluding Reflections
- Lesson 8 (constructing an argument using evidence)
- Lesson 13 (culminating storytelling project)
Culturally Sustaining and Environmental Justice Considerations
Throughout this unit, we emphasize the use of a pedagogical approach known as culturally sustaining pedagogies, which build from the foundation laid by culturally responsive and culturally relevant practices. Culturally sustaining pedagogies invite and encourage students to not only use their cultural and community knowledges and practices in school, but to actively maintain and deepen them. Through the guidance and professional support provided in this program, teachers will have tools to weave these commitments into their teaching practices in ways that are responsive to their community contexts and collectively move toward environmental justice with students, families, and communities.
By creating learning experiences that honor the specific place-based interests, histories, knowledge, perspectives, practices, and priorities of students, families, and communities – especially those of the global majority – we’ll see students, families, and communities feel welcomed, respected, and intellectually cared for in science learning spaces within and beyond the classroom. We encourage liberatory teaching and learning while practicing anti-racist and anti-colonial principles, because it is crucial to the lives of all students and the environmentally just futures they deserve.
To support these commitments, we offer considerations and suggested practices below to guide culturally sustaining and justice-centered implementation of the unit. This also includes ideas about navigating the challenging dynamics that may emerge when learning about environmental injustices and how they may impact your students.
- Supporting students’ intellectual agency: To sustain students’ ways of knowing, we encourage you to center students’ own lived experiences, expertise, ideas, curiosities, and desires throughout the activities. Dialogue and discussion are important modes of learning in this unit that enable students to share their insights and collectively build their knowledge. Honoring student thinking includes following students’ lead and embracing expansive forms of evidence and reasoning.
- Creating space for emotional experiences: The topics in this unit are complex and may bring up a range of emotions that are a crucial part of students’ learning experience. We encourage you to hold space for students to identify, process, and share their emotional responses throughout the learning activities. Modeling your own emotions-centered reflections may help students to practice vulnerability and care for themselves and others. Consider using tools such as The Emotion Wheel to support these conversations.
- Engaging in critical inquiry about settler colonialism: This unit includes critical inquiry about the histories and societal structures of settler colonialism. When engaging with difficult issues like colonization, land theft, resource extraction, genocide, and cultural erasure, we encourage you to approach the learning experience with humility and reflect on your own positionality within the system of settler colonialism.
- It is especially important to be intentional when facilitating learning about settler colonialism with Indigenous students. For example, consider providing a heads up in advance, giving students the option to opt out of particular lessons, avoid putting Indigenous students in a teaching or spokesperson role, and being careful about how pedagogical strategies like debate may cause harm in some instances.
- Be sure to use present tense language when referring to Indigenous communities. Curriculum and resources often erase the ongoing presence of Indigenous peoples by discussing them only in historical contexts or using past tense language.
- In Sacred Breath, we strive to support student learning about the realities of settler colonialism without victimizing Indigenous communities. Instead, we hope to focus on creating accountability to address the systems that are responsible for colonial violence. Colonization has resulted not only in the dispossession of Indigenous peoples but the development of structures and practices that destroy lands and waters.
- Honoring Indigenous knowledge systems: In this unit, we strive to honor and incorporate Indigenous knowledge systems as both complementary to and distinct from Western scientific knowledge. Although Indigenous knowledge is sometimes regarded as myths or anecdotal, it is important to recognize it as valid, valuable, and sacred knowledge that does not depend on Western science for “verification.” At the same time, we resist oversimplification and siloing by recognizing that Western science methods are often utilized by Indigenous and other global majority communities for culturally significant and justice-centered purposes.
- We encourage you to reflect on your own identities and experiences as an educator and your beliefs about science. This self-awareness can inform how you facilitate learning about Indigenous knowledge systems with students.
- We recognize that Indigenous knowledge systems are often appropriated by non-Indigenous individuals and strive to engage with Indigenous communities and knowledge in respectful ways. For example, we prioritize sharing resources about Indigenous knowledge that are created by Indigenous people.
- In Sacred Breath, the words Air, Water, and Land are sometimes capitalized to denote the Indigenous understanding of these entities as living and having agency. This concept is different from the Western science understanding of water and land as abiotic factors in an ecosystem or resources to be managed and used. We invite you to reflect on your views about what is considered a stakeholder in the environment and to hold space for multiple valid interpretations of these entities.
- Centering Indigenous leadership and resistance: Throughout Sacred Breath, we center the many forms of leadership and resistance practiced by Indigenous communities in response to colonial harms. Highlighting Indigenous communities’ brilliant contributions and innovations is an important source of asset-based learning for both Indigenous and non-Indigenous students. It is also crucial to uplift Indigenous knowledge systems and leadership to guide our collective responses to environmental and climate challenges.
- Supporting transformative power through storytelling: Stories and storytelling play a major part in student learning and action within Sacred Breath. We believe stories are essential to who we are as individuals and communities and how we make sense of the world. At the same time, storytelling can be a powerful act of resistance, reclamation, and revolution, and there are rich legacies of creative storytelling as a strategy within social justice movements. For these reasons, we hope to support youth to practice storytelling to imagine future possibilities and recognize their own transformative agency in their communities.
Resources for Teacher Learning
To provide context for the learning activities in this unit, we strongly encourage you to explore these resources prior to beginning your implementation. Some of these videos are also included as resources in the unit to support student learning.
- Restoring Indigenous Systems of Relationality (article)
- Indigenous Peoples Around the Globe are Disproportionately Affected by Pollution (article)
- As Air Pollution Declined, Tribal Nations Got Left Out (article)
- Native Americans, Genocide, and Settler Colonialism (video, 9:59, in Lessons 6-7)
- Roger Fernandes Intro Video Revised (video on the importance of storytelling as a way of knowing, 8:21, in Lesson 9)
- IllumiNative Change the Story, Change the Future: Insights and Action Guide (article)
- IllumiNative Do's and Don'ts (article)
- Respectful Collaborations: Bringing Indigenous Knowledge to the Classroom (video, 20:23)
- Imagining a Better Future: An Introduction to Teaching and Learning About Settler Colonialism in Canada (article)
- Settler Colonialism and the Resistance (lesson plans with embedded videos and text resources)
- We Need Another Path: Indigenous Approaches to Sustainability (article)
Lesson 1: Exploring Sacredness: Personal and Collective
Lesson Overview
In this introductory lesson, students will explore the meaning behind the title of the unit, “Sacred Breath.” Students will discover what breath means to them and how the Air we breathe guides and grounds our actions. Students will also reflect on the definition of sacredness, what sacredness means to them, and what they hold as sacred. For the conclusion of the lesson, students will take what they learned home and discuss the ideas of breath and sacredness with their families and communities.
Lesson 2: Introducing the Topic: Caring for Our Sacred Air
Lesson Overview
In Lesson 2, students will build on the learning in Lesson 1 by discussing cultural aspects of sacredness and how this is reflected in Indigenous communities. Through investigation of a visual story and a data graphic, students will examine how sacred relationships with Air are being disrupted. This reflection will lead students to explore the importance of recognizing and honoring the sacredness of our Air and how we can be better stewards. Through these conversations, students are introduced to the Science and Social Focus Question of this unit: How should Air be cared for to support the wellbeing of communities, Land, Water, and species?
Lesson 3: Identifying Evidence
Lesson Overview
The focus of Lesson 3 is the collection and identification of evidence to describe our collective relationship to the environment through our breath and Air by understanding air quality and the impact of air pollutants like particulate matter and smog. This investigation focuses on the impacts of air pollution on human and ecological health and well-being. We present students with a report called Tribal Communities at Risk: The Disproportionate Impacts of Oil and Gas Air Pollution on Tribal Air Quality. In this lesson, students unpack the claims made in the report and practice how to identify, collect, and use evidence to support these claims.
Lesson 4: Explaining Pollution Induced Changes
Lesson Overview
Lesson 4 continues with evidence-gathering by introducing some scientific concepts that explain how air pollution impacts the environment and populations. Through articles and various data sources, students collect more forms of evidence to explain the relationships between pollutants, the Air, and species, including humans. Additional time may be used for students to practice data collection using handheld and remote air quality monitoring tools.
Lesson 5: Community Action and Research
Lesson Overview
In this lesson, students apply their evidence gathering and reasoning practices to data representing oil and gas facilities in Washington state and data concerning environmental and health hazards associated with those facilities. This data exploration is interspersed with case studies from communities who have taken proactive steps to safeguard their community and advocate for a healthier and more just future.
Lesson 6: Settler Colonialism in Historical Contexts
Lesson Overview
In this two-lesson series, students critically analyze the system and structures of settler colonialism in historical and current day contexts. Through exploration of video and image resources, students investigate the connections between environmental injustice, resource extraction, and Indigenous genocide, displacement, and erasure. Throughout these learning activities, we center Indigenous resistance and resurgence to these forms of social and environmental violence.
Lesson 7: Settler Colonialism in Current Contexts
Lesson Overview
In Lesson 7, students continue building their understanding of settler colonialism, focusing on how this system continues in the current day. Students explore how colonialism and Indigenous resistance and sovereignty are related to what they learned previously about air pollution, resource extraction and resource consumption, and health impacts. To conclude this inquiry arc, students reflect on their own responsibilities to challenge settler colonialism and support Indigenous resistance and sovereignty.
Lesson 8: Constructing an Explanation
Lesson Overview
Present students with a claim, a list of data sources that are relevant to the claim (but not what the data say), then Ask students to identify (select from a list) a pattern of evidence from the data that would support the claim, or Ask students to identify (select from a list) what pattern of evidence from the data would refute the claim.
Lesson 9: Storytelling as a Way of Knowing
Lesson Overview
Students are introduced to the culminating project as an opportunity to create their own story based on their learning in the unit. In this lesson, students will explore the idea that storytelling is a way of knowing that is both similar to and different from Western scientific knowledge. They learn how storytelling is an important practice in many cultural knowledge systems and explore an example of a Navajo creation story. Students reflect on their own experiences with storytelling as a way of knowing, as well as how storytelling can be an act of reclamation and revolution that fights against colonialism.
Lesson 10: Storytelling as a Pathway to Care
Lesson Overview
In this lesson, students engage further with the practice of storytelling as a revolutionary act by exploring stories highlighting how relationships with Air can be disrupted and how we can better care for the air. First, students watch video testimonials of several young people from across the U.S. who describe their experiences with air pollution and how they are motivated by care. Then, students use an appreciative listening protocol to share their own experiences with their peers.
Lesson 11: Relationships with Land
Lesson Overview
In this lesson, students consider how relationships with Lands and Waters may show up in the story they will create. Students extend their understanding of settler colonialism by examining how it manifests through extractive relationships with Lands and Waters. In addition, students explore how Indigenous knowledge, practices, and value systems present alternative models of relationality that challenge dominant worldviews. After learning about different forms of land relations, students reflect on their own relationships with lands and waters and share about these relationships through a gallery walk activity. Through doing these activities, students begin to envision how Air can be cared for in the future.
Lesson 12: Circles of Care
Lesson Overview
To further prepare for the culminating project, Lesson 12 focuses on exploring how Air is connected with our broader socio-ecological systems. In this lesson, students consider how different entities are cared for by Air and take care of Air by highlighting these entities within a Care Circle activity. Based on these conversations, students discuss what we can learn from this web of care in order to better care for Air and other interrelated entities.
Lesson 13: Our Stories of Sacred Breath
Lesson Overview
In this culminating lesson, students synthesize the learning they have engaged in throughout the unit by creating their own story about how we can care for Air. Students explore a variety of creative storytelling formats and analyze the strengths of the different formats. Students reflect on what story they hope to tell and what format they would like to use to share their story.
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oercommons
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2025-03-18T00:35:12.046632
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Lesson Plan
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https://oercommons.org/courseware/lesson/107231/overview
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Spanish II - Introductory Spanish (2nd Edition)
Overview
This resource was designed for a Spanish student who has taken at least one semester of college-level Spanish, one year of High-School Spanish or has some basic knowledge of Spanish. Its content can be useful (and adapted to) more advanced students, even heritage speakers who would like to improve their speaking, listening, reading and writing skills as well as explore Spanish, Latin and Hispanic Culture.
This online resource can be used as a textbook for an entire one-semester college course. It is comprised entirely of free, open-educational resources which are available to anyone. These include SpanishDict.com, StudySpanish.com, The Spanish Experiment, YouTube and much more.
The content is practical, authentic and engaging, but more importantly, it allows students to acquire much more than basic Spanish skills. It provides students with oppotunities to learn about Spanish, Latin and Hispanic culture and geography, as well as acquainting the students with Spanish as it is actually spoken in many different countries.
The textbook is divided into 15 modules with each module centering around specific themes and grammatical structures. Even though grammar is essential to learning any language, in this course speaking the language, strategies for learning languages and culture are just as (or even more) important than extensive grammar drills.
Course Introduction
¡Bienvenidos a la clase de español! Welcome to Spanish class!
This resource will provide you with an online textbook for what will be a highly interactive course to help you gain or increase Spanish skills that are useful for your academics, current or future career and perhaps even your daily life!
The content represents the second course in a series of Introductory Spanish courses. It is comprised entirely of free, open-educational resources which are freely available to anyone. These include SpanishDict.com, StudySpanish.com, YouTube and much more.
You will find the content practical, authentic and engaging, but more importantly, you will learn a lot!
The course is divided into 15 modules with each module centering around specific themes and grammatical structures. Even though grammar is essential to learning any language, in this course, you will find that speaking the language, strategies for learning languages and culture are just as (or even more) important than extensive grammar drills.
Also, this course encourages students to use translation platforms in order to acquire advanced language skills in an expedited manner rather than relying on memorization and drills. Therefore, this is a course designed to follow a communicative approach rather than a more 'traditional' approach to language learning which can delay students from accessing, navigating and benefiting from more advanced and interesting activities in addition to real-life conversations that they would experience when traveling or around native speakers.
As much as possible, in the activities in this online book, students will participate in 'real-life'-type language immersion rather than typical classroom drills will make for a more engaged student who can become self-directed, learn at his or her own pace, and tailor their learning depending on their needs and interests.
Each module, you can expect one or more of the following types of activities:
- Authentic Conversation: Watch and listen to authentic Spanish conversation and practice your speaking skills
- Language Learning Lab: Learn "how to learn" and practice things such as pronunciation.
- Grammar & Writing: Acquire grammar and writing skills
- Culture: Learn about the fascinating aspects of Spanish, Latin and Hispanic cultures
Each module was designed to represent one-week of class with a time commitment of between 4 to 6 hours per week. Of course, some students will take less time and some will take more, depending on many factors. Regardless, you will get as much learning out of this course as the amount of time and effort you put in!
As soon as you are ready, click on the Next button to get started!
Note: This online textbook is a resource intended to accompany an online course that is hosted in a Learning Management System (LMS) such as Blackboard, Canvas, Moodle, D2L, etc. Therefore, although assignment instructions will be found here, any student work will be submitted in the appropriate sections of the LMS course. Students who would like to work independently (not part of a school/college course) are still able to benefit from the content but will not be able to submit work.
Module 1: Overview
Let's get to know each other!
This Module, you will complete the following activities:
- Authentic Conversation (AC): Does Language Affect Thought?
- Language Learning Lab (LLL): Planning for Success
- Grammar & Writing (G&W): Verbs review
- Grammar & Writing (G&W): Numbers review
- Culture: Greetings Around the World
Module 1: Authentic Conversation
Does Language Affect Thought?
Estimated time to complete this lesson: 30 minutes
Building a community is important in any class, but especially in an online class.
In Spanish, in the appropriate submission area, please share your name, age (optional), your major, where you are from and anything else you would like to share about yourself such as hobbies, interests, pets, etc. (Hint: This YouTube Playlist videos will show you some basic, authentic greetings in Spanish) and watch the video below for some great listening practice and basic phrases for introductions.
*** Please scroll down the page for additional instructions and the second video you will watch for this lesson***
In addition to getting to know each other with 'traditional' introductions, we will also share our thoughts on how language affects thinking and culture because in order to effectively and authentically learn about any culture, we cannot isolate language and how it shapes thinking and thus, culture.
Please watch the short video below, and based on the video, in English: share three new, interesting or useful things you learned and how these may (or may not) change your approach/perspective to learning Spanish in this class.
All posts must be respectful and contribute positively to an atmosphere of civility and cooperation.
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Useful Resources
Lesson from SpanishExperiment on greetings: https://www.thespanishexperiment.com/learn-spanish/greetings
Module 1: Language Learning Lab
Planning for Success
Estimated time to complete this lesson: 60 minutes
As you probably already know, managing academics, work, family and social commitments is a challenge. However, there are ways to plan for success in all areas which are worth exploring. Please watch the videos below, and based on the videos answer the following questions:
- Based on the 7 Benefits of learning languages video, what are 3 new or surprising benefits of learning different languages? (list at least three benefits)
- Based on the How to Learn Faster video, which three learning strategies were more interesting or surprising to you? Why? Which ones can you incorporate into your Spanish studies this term?
- Which two strategies from the Thomas Frank, 6 Steps to Stop Procrastinating Now, video would be the most useful to you?
- Which strategies from all the videos do you plan to implement to help you succeed in this class? List at least 3 strategies and explain how they will be useful for you.
- Based on your own experience/motivation, in addition to your professional reasons for enrolling in this course please share your goals for learning Spanish (personal, academic requirement, other professional, travel, fun, daily life, etc.)
- What grade do you want to make in this class? How much effort are you willing/able to put into this class to get the grade you want?
Your responses can be in English and/or Spanish.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
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Additional Resource (Optional)
Module 1: Grammar & Writing #1
Verbs Review
Estimated time to complete this lesson: 30 minutes
You may or may not recall the basics of Regular and Irregular Verbs in Spanish. Either way, they are an essential part to communicate in Spanish and worth reviewing before moving on to other/new grammatical structures.
To review verbs, please watch the following videos and:
- Submit a brief explanation of the difference between regular and irregular verbs and how they are conjugated.
- List the -AR, -ER and -IR sample verbs from the first video (Spanish and English)
- From the Easy Spanish video, share 2 new sentences or phrases you learned. Write them in English and Spanish.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Regular verbs: https://www.spanishdict.com/guide/spanish-present-tense-forms
Irregular verbs: https://www.spanishdict.com/guide/irregular-verbs-in-spanish
Module 1: Grammar & Writing #2
Numbers Review
Estimated time to complete this lesson: 30 minutes
Practice your numbers in Spanish with an excellent Open Educational Resource: SpanishDict.com which you will access by clicking below.
Read the lesson first, and then
- Record audio of yourself reading ALL the numbers from 1-100 in Spanish
- Complete the activity and submit proof of completion
- SPANISHDICT LESSON
- SPANISHDICT ACTIVITY
- Note that for the activity, you can hover over the English phrases to see the Spanish translation!
- Please submit a link to your audio recording and a screenshot of the activity page showing proof of completion in the appropriate submission area.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Module 1: Culture
Greetings Around the World
Estimated time to complete this lesson: 15 minutes
¿Lo sabías? (Did you know?) In Latin American countries and Spain, it is common to greet with a kiss on the cheek!
Learn about greetings throughout the World in these two short videos on the next pages.
You might be surprised to find in one country, you 'stick out your tongue' to greet someone!
- From each video, choose your saludo favorito (favorite greeting)
- State the countries of your saludo favorito, explain the greetings and why they are your favorites.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 2: Overview
Let's continue to get to know each other!
This Module, you will complete the following activities:
- Authentic Conversation (AC): Let's continue to get to know each other (with audio!)
- Language Learning Lab (LLL): Pronunciation review
- Grammar & Writing (G&W): Review SER y ESTAR
- Culture: Formal and Informal speech
Module 2: Authentic Conversation
Let's continue to get to know each other (with audio!)
Estimated time to complete this lesson: 30 minutes
In this discussion, we will continue to get to know each other (in Spanish) with text and audio!
This will be great practice for introductions when meeting others such as students, new friends, co-worker, client, etc.
First, watch the YouTube videos below with more 'advanced' greetings in Spanish. Notice the different accents between the videos! (Did you know that the more accents you are exposed to the better your language comprehension skills will become!)
Based on what you learned from the videos you will submit an original introductory post and respond to the post of others on the appropriate submission area of the course.
PARTE 1: Original Post
- Share a brief text introduction of yourself (in Spanish) of at least five (5) sentences.
- After you create your written introduction, create a set of at least three (3) questions (in Spanish) that you might ask a student, new friend, colleagues, etc.
- Record audio of yourself reading your introduction and the questions - all in Spanish.
- Post the text version of your introduction as well as a link to the audio
PARTE 2: Respond to the Posts of 2 other students
- Choose posts from at least TWO other students that you will respond to
- Listen to their audio introductions and read their posts, paying close attention to the questions they ask
- Create an audio recording (in Spanish) where you respond to their questions.
- Post a link to your text and audio response as a Reply to their original post.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
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Module 2: Language Learning Lab
Pronunciation review
Estimated time to complete this lesson: 15 minutes
You may already be familiar with Spanish pronunciation, however, there are certain sounds that are often confusing, even for more advanced speakers.
- Watch the video below (less than 3 minutes) for a review on how to pronounce certain letters.
- Based on what you review from the video, write down the Spanish words listed/pronounced AND record audio of yourself reading the words, using the proper pronunciation.
- Create one sentence for each of the vocabulary words from the video and record audio of yourself reading the sentences in English and Spanish. Submit audio and written list.
You can use Vocaroo to record your audio and submit your audio link which you can copy and paste onto a document or if there is a text box in the submission area, you can copy and paste the link there.
Please submit your written list and audio link in the appropriate submission area as a Word document or PDF.
NOTE: The 'confusing' words are the ones the teacher shows the pronunciation for and which appear as text as well. (taco, Pepe, etc.)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Module 2: Grammar & Writing
Grammar & Writing (G&W): Review SER y ESTAR
Estimated time to complete this lesson: 15 minutes
SER and ESTAR both mean "to be" but are used differently. They are essential verbs in Spanish. To review how to use them, start with a SpanishDict lesson (you can access it below) and then, watch the following video about the verbs.
- Based on the SpanishDict lesson, explain how and when these verbs are used
- Record audio of you reading/stating each of the example sentences using the verbs SER and ESTAR (boxes in gray which contain audio icon) from the SpanishDict lesson (in English and Spanish). You can listen to the correct pronunciation by clicking on the speaker icon you will see next to each sample sentence. MAKE SURE TO SCROLL DOWN THE LESSON PAGE SO YOU CAN READ/RECORD ALL THE SAMPLE SENTENCES AS THEY ARE IN DIFFERENT SECTIONS.
Please submit your assignment in the appropriate submission area as a Word document or PDF with audio link.
NOTE: You do not have to sign up to SpanishDict (unless you would like to) in order to complete the assignment
Lesson: SPANISHDICT SER VS ESTAR
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources
ThoughtCo Article: Ser Conjugation in Spanish
Module 2: Culture
Formal and Informal speech
Estimated time to complete this lesson: 30 minutes
You may recall, in Spanish, there are different ways to address people depending on many factors; there is a formal and informal way, especially when it comes to the pronoun YOU. Based on the YouTube videos and your own research on the pronouns tú and usted, explain:
- From EACH video, list three new, useful or interesting facts you learned.
- Note: The 2nd video is in Spanish, but you can turn on the Auto-Translate function for English subtitles. Instructions are below,
- Explain the difference between: tú, vos y usted
- When you would use one instead of the other? Provide at least five (5) different situations that are likely for you and share the situation, the pronoun you would use and why.
- Why is it important to know (and properly) use the correct one?
- Conduct research of different languages that also have a formal and informal way of addressing people? Which one(s) did you find? Share the links where you got the information.
- Your responses can be in English and/or Spanish.
Note: In addition to learning about the pronouns with the videos, you will get some excellent listening practice. Listen for the different accents!
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
NOTE: If a YouTube video is in Spanish, often, you can click the 'gear' icon, choose 'Auto translate' and click on 'English' to view the captions. (Make sure the CC icon is ON and that you are viewing the video on a separate browser tab). The translation may not be 100% accurate, but it will be close enough!
Module 3: Overview
Pasatiempos (Hobbies)
This Module, you will complete the following activities:
- Authentic Conversation (AC): ¿Cuáles son tus pasatiempos?
- Authentic Conversation (AC): ¿Qué te gusta hacer? (at work)
- Language Learning Lab (LLL): Adjectives about me
- Grammar & Writing (G&W): Hacer y gustar
- Grammar & Writing (G&W): Homonyms
- Culture: Idioms
Module 3: Authentic Conversation
¿Cuáles son tus pasatiempos?
Estimated time to complete this lesson: 30 minutes
Hobbies are called pasatiempos in Spanish, although in many Spanish-speaking countries, they are also called hobbies!.
- In the appropriate discussion board area, we will continue to get to know each other, (in Spanish) with text and audio, by talking about hobbies and what we do during our free time!
- First, watch the YouTube videos below about hobbies.
- Based on what you learned from the videos you will submit an original introductory post about what you like to do in your free time and respond to the post of 2 others in the appropriate submission area of the course.
- Your original and response posts should be in English and Spanish as text and audio.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
.
Module 3: Language Learning Lab
¿Qué te gusta hacer? (at school or work)
Estimated time to complete this lesson: 30 minutes
Learn more about gustar and similar verbs in the SpanishDict lesson which you can access below.
Based on your current or future professional situation (or school situation if you do not work or have never had a job)
- Watch the video below, and based on the video, in addition to ME GUSTA, list 3 other phrases that can be used in Spanish to state you 'like' something (English and Spanish version). You will use some of these phrases in the steps below as well.
- State your current or future profession in English and Spanish
- Create a set of THREE sentences of work-related tasks you LIKE/WOULD LIKE to do - use ME GUSTA and other alternative verbs from the lesson and video
- Create a set of THREE sentences of work-related tasks you DO NOT LIKE/WOULD NOT LIKE to do. Use NO ME GUSTA and other alternatives from the lesson and video
- Submit a written list and audio of your sentences in English and Spanish
PARTIAL SAMPLE OF one "Me gusta" sentence and one "No me gusta" sentence.
Remember, try to also use verbs other than gustar!
Current Profession: Maestra - Teacher
- Me gusta trabajar con los estudiantes. I like working with the students
- No me gusta ir a las reuniones. I do not like to go to meetings
SPANISHDICT LESSON: VERBS LIKE GUSTAR
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Grammar & Writing #1
Hacer y gustar
Estimated time to complete this lesson: 60 minutes
Whether you realize it or not, you are already aware of how to use HACER and GUSTAR from a previous task relating to hobbies. Now, we will explore the grammar behind these important verbs. To learn about the verbs HACER y GUSTAR, please watch the videos below.
PARTE 1
- From the videos, explain what the verbs mean - hacer y gustar - and how they are used (in which contexts). Note that HACER can be used in other ways besides TO MAKE/TO DO.
- From each video, choose THREE full sentences using the verbs.
- Submit a list of the sentences (6 total) in writing and with an audio link of you stating each of the sentences. (English and Spanish)
PARTE 2
Based on this THOUGHTCO lesson, learn about HACER and record audio of you reading ALL the sample sentences from the lesson (English and Spanish) and submit a link to your audio.
https://www.thoughtco.com/using-hacer-spanish-verb-3078347
PARTE 3
- Based on your own interests/situation:
- Create a list of 3 sentences using the verb HACER to indicate things YOU DO
- Create a list of 3 sentences using the verb HACER to indicate things YOU DO NOT DO
- Create a list of 3 sentences using the verb GUSTAR to indicate things YOU LIKE
- Create a list of 3 sentences using the verb GUSTAR to indicate things YOU DO NOT LIKE
- Submit written list and audio, in English and Spanish
Submit your written answers and list AND include audio link (you can use Vocaroo to record) in the appropriate submission area as a Word document or PDF with audio link.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Grammar & Writing #2
Homonyms
Estimated time to complete this lesson: 30 minutes
Although the terms Homonym, Homophones and Homographs have different meanings, for our purposes, we will refer to them as Homonyms. It is essential to be aware of them as they can be confusing and interfere with understanding
Learn these important words as in Spanish with a Thoughtco article which you can access by clicking on the ThoughtCo lesson link below.
- Based on the article, record audio of yourself reading the entire list of Spanish Homophones and Homographs and submit the link to your audio.
When needed, listen to the proper pronunciation with a tool such as SpanishDict Pronunciation
Please assignment in the appropriate submission area as a Word document or PDF.
THOUGHTCO LESSON: SPANISH HOMONYMS
Additional Resources (Optional)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Culture
Idioms
Estimated time to complete this lesson: 45 minutes
You may already know that learning and using idioms can help you understand Spanish better and make you sound more like a native speaker. Idioms are also a fun way to communicate authentically.
Access a FluentU article with some idioms in Spanish by clicking on the link below and watch an interesting video on common Spanish idioms.
Based on the article you read or the video:
- Choose TWO idioms that were new and/or interesting for you.
- List the idioms in English and Spanish (with the English 'literal' and 'actual use' translations.
- Find images (or create) images that could represent the idioms (either the literal translation or as an idiom)
- Use the idioms in sentences and include the English and Spanish version as well as the images.
FLUENTU ARTICLE: 15 COMMON SPANISH IDIOMS
VIDEO
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 4: Overview
Rutinas (Routines)
This Module, you will complete the following activities:
- Authentic Conversation (AC): Rutinas (Routines)
- Language Learning Lab (LLL): Ordinal numbers
- Grammar & Writing (G&W): Telling Time
- Grammar & Writing (G&W): Reflexive Verbs and pronouns
- Culture: Chronemics
Module 4: Authentic Conversation
Rutinas (Routines)
Estimated time to complete this lesson: 60 minutes
Watch the videos below to learn or review routines and reflexive verbs and visit the SpanishDict lesson.
Based on the conversations from the videos and lesson you will post to the appropriate submission area the following:
PARTE 1
- Choose ONE useful phrase from each video and share it in English and Spanish (audio and text)
PARTE 2
- Create a script of a conversation of two or more people where you talk about your daily routine, including time (hours, days, season, etc.) The script should consist of at least 20 lines (10 for each of the people/characters speaking) and it should be in Spanish and English.
- Record the audio for the script (using Vocaroo or another recording platform you are familiar with OR use the Padlet audio recorder feature) in both languages.
- You can play the voice for both 'characters' in the recording OR you could ask a friend or family member to help
- Post the written script and audio link
You do NOT have to respond to the posts of others but are encouraged to do so or at least read/listen to their posts!
All posts must be respectful and contribute positively to an atmosphere of civility and cooperation.
****Please submit your routine script (text and audio) in English and Spanish as text and audio both on the Discussion Board AND the Module assignment submission area.****
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
SPANISHDICT LESSON: REFLEXIVE VERBS
VIDEOS
Module 4: Language Learning Lab
Ordinal numbers
Estimated time to complete this lesson: 30 minutes
Learn or practice your ordinal numbers skills with a StudySpanish.com lesson and ACTIVITY which you can access below.
Read the lesson first, and then complete the activity. Submit a screenshot as proof of completion.
SPANISHDICT LESSON: ORDINAL NUMBERS
SPANISHDICT ACTIVITY: ORDINAL NUMBERS
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Module 4: Grammar & Writing #1
Telling Time
Estimated time to complete this lesson: 30 minutes
- Visit the SpanishDict lesson below to learn or review how to tell time in Spanish. Read the lesson first, and then complete the Useful Time Expressions activity.
- Please submit a screenshot of the activity page showing proof of completion, and please submit the 3 new useful expressions you learned from the activity.
- Note: You only need to complete the one lesson/activitiy the link takes you to, but you are encouraged complete them all! Extra credit may be awarded for completing all the G&W SpanishDict lessons that are linked on the landing page for the activity.
- Watch the video below, and based on the video, state 3 new or useful facts or strategies about how to tell time in Spanish.
SPANISHDICT LESSON: TELLING TIME
SPANISHDICT ACTIVITY TO COMPLETE: USEFUL TIME EXPRESSIONS
- NOTE THAT YOU CAN HOVER OVER THE SPANISH SENTENCES TO SEE THE ENGLISH TRANSLATION!
VIDEO
Additional Resources
Telling time lesson from Mondly: https://www.mondly.com/blog/2020/06/29/tell-time-spanish-guide-beginners/
Telling time lessons from SpanishDict: https://www.spanishdict.com/guide/telling-time-in-spanish
Module 4: Grammar & Writing #2
Reflexive verbs and pronouns
Estimated time to complete this lesson: 30 minutes
Learn or practice your skills about reflexive verbs in Spanish with a StudySpanish.com lesson and Quiz as well as the video which you can access below.
Part 1: Read the lesson first, and
- Record yourself reading ALL the sample sentences and phrases that use reflexive verbs and pronouns. You will need to scroll down the page to access all and can create several recordings as there are many phrases!
- Then, complete the activitiy and please submit a screenshot of the activity page showing proof of completion, and please submit the 3 new useful expressions you learned from the activity.
- Note: You only need to complete the one lesson/activitiy the link takes you to, but you are encouraged complete them all! Extra credit may be awarded for completing all the G&W SpanishDict lessons that are linked on the landing page for the activity.
SPANISHDICT LESSON: REFLEXIVE VERBS
SPANISHDICT ACTIVITY: REFLEXIVE VERBS COMPREHENSIVE REVIEW
- NOTE THAT YOU CAN HOVER OVER THE SPANISH SENTENCES TO SEE THE ENGLISH TRANSLATION!
Part 2. Based on the video: explain Spanish Reflexive verbs and share 3 sample sentences from the video that use reflexive verbs. Please submit a written list of the sentences in English and Spanish as well as audio of you reading the sample sentences.
VIDEO
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 4: Culture
Chronemics
Estimated time to complete this lesson: 30 minutes
Watch the following videos to learn about how different cultures experience time.
- Based on EACH video list 3 new or interesting facts you learned.
- Explain why it might be important to be aware of differences in Chronemics in other cultures other than our own.
- Submit your list and include enough evidence from the video.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Overview
El pasado (the past)
This Module, you will complete the following activities:
- Authentic Conversation (AC): Asking people what they did
- Language Learning Lab (LLL): Preterite in a story
- Grammar & Writing (G&W): Preterite
- Grammar & Writing (G&W): Positive and Negative words
- Culture: Literature (Magical Realism)
Module 5: Authentic Conversation
Asking people what they did
Estimated time to complete this lesson: 30 minutes
You are now going to learn a bit the past tense in Spanish in a practical way: by learning how to ask people 'what they did'. You will explore in more detail in upcoming activities.
Meanwhile, let's practice some real-life conversation by asking our classmates about their day, weekend or past. Watch the following video, and based on the video, and using the proper tense, you will ask and answer questions on the appropriate discussion board content area.
Based on what you learned from the video:
- Post THREE questions that you would ask a friend about what they have done in the recent past. (Spanish and English - text and audio)
- Choose two posts you will respond to and answer the 3 questions the classmates posted. (Spanish and English - text and audio)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 5: Grammar & Writing #1
Preterite
Estimated time to complete this lesson: 30 minutes
The preterite or preterit is a grammatical tense or verb form serving to denote events that took place or were completed in the past. Please learn about this important tense which allows us to communicate and understand events that happened in the past by watching the video on the next page and then based on the video:
- Explain the preterite tense
- List 3 full sentence examples using the preterite (from the video) (in English and Spanish)
- Record audio of yourself reading each of the example sentences (in English and Spanish)
Submit answer to question 1, written sentence list and audio link of your reading the list in English and Spanish.
Please submit assignment in the appropriate submission area.
Additional Resources
- https://www.spanishdict.com/guide/spanish-preterite-tense-forms
- https://www.spanishdict.com/guide/spanish-imperfect-tense-forms
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Language Learning Lab
Preterite in a story
Estimated time to complete this lesson: 60 minutes
This week, you will be exploring the preterite in Spanish (past tense) but before we delve into the grammar of it, we will re-visit a well-known children's story, but in Spanish: Goldilocks. With this story, you will practice reading out loud, try out your translation skills and explore some verbs in the preterite. You can access the story by clicking on the link below.
For this assignemnt, you will:
- Read the story to yourself in Spanish, and as you read each paragraph, try to translate its meaning in your head. Then, check your translation by clicking on the Translate? button which will show you the English translation. How close was your translation?
- Read out loud and record yourself reading the entire story so you can submit an audio link. Hint: you can first hear the story read by clicking on the Click play to listen button near the top of the story page. You do not have to record the story all at once!
- From the story, choose FIVE verbs in the past tense and submit them here as a numbered list with the English and Spanish version. Note: please include the accents. Also, please make sure the verbs you choose are in the past tense. You can use SpanishDict to check.
- Share a bit about your experience with this activity by addressing the steps above and share: Was it simple? challenging? fun? eye-opening? etc.
Please submit assignment in the appropriate submission area as a Word document or PDF.
SPANISH EXPERIMENT STORY: RICITOS DE ORO
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Grammar & Writing #2
Positive and Negative words
Estimated time to complete this lesson: 30 minutes
Positive and negative words in Spanish are useful to tell a story, ask questions, create requests, answer questions and much more.
- Watch the following video, and based on the video, list ALL the positive and negative words listed. (English and Spanish - text and audio)
- Then, choose three positive/negative sentence pairs from the video and submit them as a list in Spanish and English - text and an audio recording of you stating them. This will be a total of 6 sentences (3 with positive words with the 3 negative versions of the sentence)
- Create a positive/negative sentence pair that would be interesting and/or useful for you to know. Submit it as text and audio in English and Spanish.
- Please submit assignment in the appropriate submission area.
EXAMPLE
Positive sentence: Siempre hablo italiano. I always speak Italian.
Negative sentence: Nunca hablo italiano. I never speak Italian.
VIDEO
Additional Resources
BaseLang Lesson: https://baselang.com/blog/vocabulary/affirmative-and-negative-words-in-spanish/
Module 5: Culture
Literature (Magical Realism)
Estimated time to complete this lesson: 30 minutes
Now that you have a bit of experience with the past tense in Spanish, it might be time to expand our cultural knowledge with an introduction to a storytelling genre that is very important in Latin literature: Magical Realism. Watch the video on the following page.
Explica el libro y recomienda otro:
- After you watch the video, explain the significance of One Hundred Years of Solitude, and
- Recommend another book from a Latin author that is also part of this genre.
You will need first to know more about the genre, conduct some research and find one book that you would recommend to someone who wants to read this genre (from Spanish/Latin/Hispanic authors). State the title, author, a brief summary and WHY you recommend it. (in English, but Spanish also encouraged!)
- To learn more about this genre (not necessarily about Latin authors), visit this Thoughtco article.
- Please provide enough details and evidence from the video as well as your own thoughts.
- Submit responses in English only (Spanish version optional if you would like the practice).
Please submit your assignment in the appropriate submission area as a Word document or PDF
(Even though it is difficult to recommend a book you have not read, through your research, you should find enough information to make a recommendation of a Spanish-language book of this genre based on if you would be interested in the book)
Module 6: Overview
Introduce yourself and others
This Module, you will complete the following activities:
- Authentic Conversation (AC): Introduce yourself and others
- Grammar & Writing (G&W): Verb scavenger hunt
- Grammar & Writing (G&W): Verb contar
- Language Learning Lab (LLL): Tu cuento
- Culture: Tradiciones y celebraciones
Module 6: Authentic Conversation
Introduce yourself and others
Estimated time to complete this lesson: 45 minutes
Watch the following videos, and based on what you learned from the videos, imagine you and a friend are meeting someone new.
- For your original post, create a brief script where you introduce yourself by stating 3 things you might share upon first meeting someone.
- Following your own introduction, introduce your friend to the new person you just met. Use some of the phrases you learned from the video to introduce your friend and state 2 things about your friend as part of the introduction.
- Ask the ‘new person’ (classmate who will be responding to your post) TWO questions you might ask a person you just met
- Post your script as text and include an audio recording of you reading/saying the script (English and Spanish - please check your pronunciation with a tool such as SpanishDict)
- For your response post: Choose the post of at least one other student and think of yourself as the new person the student and his friend are meeting Respond to the post by answering the 2 questions the student posted (English and Spanish, text and audio - please check your pronunciation with a tool such as SpanishDict)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 6: Grammar & Writing #1
Verb scavenger hunt
Estimated time to complete this lesson: 60 minutes
Now that you have been using Spanish verbs for a while, it might be helpful to 'tie it all together' and 'works backwards' to better understand them. Using any of the online resources you have used in class (or any research you need to conduct) answer and explain the following:
- List the 20 verbs from the Babbel article below (English and Spanish - audio and text)
- List the 5 most important/useful Spanish REGULAR VERBS (for your Spanish goals and needs). Explain how they are useful for you.
- List the 5 most important/useful Spanish IRREGULAR VERBS (for your Spanish goals and needs) Explain how they are useful for you.
- State (audio) your top 5 regular and 5 irregular verbs (English and Spanish)
Please submit assignment in the appropriate submission area.
BABBEL ARTICLE: THE 20 MOST COMMON SPANISH VERBS
Module 6: Grammar & Writing #2
Verb contar
Estimated time to complete this lesson: 30 minutes
Contar is a versatile verb in Spanish and is helpful to know its uses change depending on context.
Become familiar with contar with some of the resources below.
Based on what you learned:
- List at least 5 possible uses/contexts for contar.
- Create one sentence using contar for EACH of the uses you listed.
Submit the list of uses of the verb as text only and your written sentence list in English and Spanish as audio and text.
Please submit assignment in the appropriate submission area.
SPANISHDICT TRANSLATIONS: CONTAR
YABLA LESSON: CONTAR
Additional Resources (Optional)
Module 6: Language Learning Lab
Tu cuento
Estimated time to complete this lesson: 30-60 minutes
A cuento or historia both mean 'a story'. Based on what you have learned in previous modules about the Preterite (past tense) and what you will learn about the Imperfect (in the article below), write a short story of at least five sentences (in Spanish and English) telling us about a moment in your childhood that had some sort of significance. Make it simple, make it short, but make the story impactful!
To guide you, the story should begin with Cuando tenía _____ años ... (When I was ___ years old). It should have a strong beginning, some sort of surprise element or conflict, and a resolution - all in a few short sentences (try for no more than 10!) It must have taken place in the past, and therefore, you will be using the Preterite and Imperfect throughout.
Below is a sample of a great example short story with all the proper elements.
Please submit in the appropriate submission area as a Word document or PDF.
- Preterite tense lessons (Optional, if needed)
Module 6: Culture
Tradiciones y celebraciones
Estimated time to complete this lesson: 60 minutes
No conversation about the past would be complete without talking about traditions and celebrations which still take place. Some of them include festivals, and some include food!
Watch the videos on the below about Spanish and Latin Traditions and Holidays
- Based on the videos, list at least one celebration from each video with a brief description for the celebration.
- From all the videos, share which you knew about and which were new to you.
- Conduct some research on your own and find one Latin or Spanish celebration not listed on the videos and which is interesting to you. Share the name and description of the celebration, why you chose it and the link where you found the information.
- Based on the new celebration you found and chose:
- Create an audio recording, in Spanish, explaining the celebration as though you were trying to convince a friend to go with you! Be convincing!
- What is the celebration?
- Where/when/why is it held?
- Why is it important?
- Why should your friend go with you?
- (Submit audio in Spanish only and your written script in Spanish and English)
- Create an audio recording, in Spanish, explaining the celebration as though you were trying to convince a friend to go with you! Be convincing!
Please submit your assignment in the appropriate submission area as a Word document or PDF
Module 7: Overview
Telling stories
This Module, you will complete the following activities:
- Authentic Conversation (AC): Tell me...
- Grammar & Writing (G&W): Prepositions
- Grammar & Writing (G&W): Animate your cuento
- Language Learning Lab (LLL): Escucha (Listen)
- Culture: Culture and language through music
Module 7: Authentic Conversation
Tell me...
Estimated time to complete this lesson: 30 minutes
"Dime" (dee-meh) is a phrase which is often translated as "tell me", and "cuéntame" (coo-ehn-tah-meh) is a phrase which is also often translated as "tell me". You can learn more by clicking on the SpanishDict lesson below.
For this discussion, on the appropriate discussion area, post a question asking a classmate something using dime and one using cuéntame (Spanish and English, audio and text) for your response post, answer the questions of at least one other student (Spanish and English, audio and text)
SPANISHDICT LESSON: dime vs cuéntame
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Additional Resources (Optional)
Module 7: Grammar & Writing #1
Prepositions
Estimated time to complete this lesson: 30 minutes
Prepositions hold a privileged position as parts of speech in that they are a 'closed class'.
While prepositions are limited in number, they are important because they act as vital markers to the structure of a sentence; they mark special relationships between persons, objects, and locations. You will now, review some prepositions in Spanish but keep in mind, that their uses might be multiple and/or might change depending on context.
Access the Thoughtco article below, and record yourself reading all sentence examples for prepositions, in English and Spanish.
Submit an audio link. Please submit assignment in the appropriate submission area.
THOUGHTCO ARTICLE: SPANISH PREPOSITIONS
AS WITH ANY EXTERNAL SITE, PLEASE WATCH OUT FOR ADS AND BE CAUTIOUS NOT TO CLICK ON ANY ADS.
Module 7: Grammar & Writing #2
Animate your cuento
Estimated time to complete this lesson: 60-90 minutes
You may recall, in a previous module, writing a story about you in the past tense.
Now, you will complete you story following the steps below after you ensure everything is accurate as far as grammar, accents, punctuation, etc. by creating a slide show or video or some sort of animated book telling your story along with the text, audio and images.
Your story should:
- Be a Slide Show presentation (or animated video story, etc.) with audio of your story (think of each slide as a page in a book, each with its own text, image and audio)
- Story has text (in Spanish and English) that is easy to read, accurate and has been checked for grammar, accents, etc.)
- Story is illustrated with images that help illustrate the story and provide context (original photos, drawings, or images from the internet)
- Audio is of you reading, in both languages, and pronunciation is accurate (check with SpanishDict)
You could also use a video recording tool such as Screencastomatic to record your screen, video and audio all together. Before you submit, ask yourself: Is the final product one I am proud of? Would I enjoy looking, listening and reading this story?
Below is a link to a student example of a cuento/historia (it is possible sample audio may not be linked, but your story MUST have audio)
Please submit assignment in the appropriate submission area.
STORY EXAMPLE (MAY NOT HAVE AUDIO. YOUR SUBMISSION MUST HAVE AUDIO NARRATION IN SPANISH AND INCLUDE SPANISH AND ENGLISH TEXT)
Module 7: Language Learning Lab
Escucha
Estimated time to complete this lesson: 45 minutes
Let's practice listening and comprehension skills as well as re-visit the past tense with a 'scary' video story below.
- First, listen to/watch the video, and as you listen, listen for words, phrases you know/recognize and use context clues. You can take notes if you would like.
- Then, write a short summary of the video, by hand (English and/or Spanish) AND/OR take notes as you watch the video. Your summary might be limited, and that is OK!!!
- Keep the summary (it should be hand-written!) so you can compare it to the actual video content.
- Now, re-watch the video, but this time, click on the CC icon at the bottom-right of the video screen, and you will see the captions in English.
- Read the captions as you watch again and when done, compare the actual video content to your summary. How close were you? How much were you able to understand initially? What strategies did you use to understand?
- Submit your initial summary (upload photo/image of you summary sheet), answers to the above AND share how this experience went for you? Simple? Challenging? Frustrating? What did you learn?
Please submit each part in the appropriate submission area as a Word document or PDF.
Don't forget to submit an image/photo of your hand-written summary!
Module 7: Culture
Culture and language through music
Estimated time to complete this lesson: 30 minutes
Music provides great insight into a culture (including its past), to forge connections with others and can also help us with acquiring a language, in our case, Spanish.
- Please read about different Spanish musical genres with the FluentU About article below
- Based on the article, list the genres included and conduct some research to find either an article or a music video (from a credible source and appropriate for an academic setting) about ONE Latin Music genre of your choosing.
- Include the genre title, a brief description of the genre, why you chose it and include the link to the article or video.
- Find a video of a song in the genre you choose (as long as it is appropriate for a classroom setting) please share it as well to the appropriate submission area
Please submit your assignment in the appropriate submission area
FLUENTU ARTICLE: POPULAR SPANISH MUSIC GENRES
Additional Resources (Optional)
Module 8: Overview
Cierto o Falso (True or False)
This Module, you will complete the following activities:
- Authentic Conversation (AC): ¿Es cierto? (Is it true?)
- Authentic Conversation (AC): ¿Hablas español?
- Grammar & Writing: Verb creer
- Grammar & Writing: Adverbs
- Culture: ¿Lo puedes creer? (Can you believe it?)
Module 8: Authentic Conversation
¿Es cierto? (Is it true?)
Estimated time to complete this lesson: 30 minutes
¿Es cierto? On the appropriate discussion board, you will explore more about the past (preterite and imperfect) by doing the following:
- Post two factual, positive/funny/happy events that happened to you or you did in the past (recent or long ago) and one positive, happy event that is a lie (mentira) but that you would like to happen! In Spanish and English (audio and text) post your 2 truths and a lie.
- Please HIGHLIGHT the verbs that are in the past tense.
- Choose a post to respond to and for your response, indicate which is the lie (in Spanish and English - audio and text)
- Check your original post and confirm responses you received. Did your classmate guess correctly!? (text only, Spanish and English
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
SAMPLE POST
Module 8: Language Learning Lab
¿Hablas español?
Estimated time to complete this lesson: 30 minutes
Watch the short video below of students at a college campus being asked if they speak Spanish.
Based on the video:
- Would you be able to answer the questions? Some? None? Explain.
- List two questions from the video that would be useful for you to know how to ask and answer. Submit a written list AND audio of you reading/stating the questions (English and Spanish)
- List two responses from the video that would be useful for you to know. Submit a written list AND audio of you reading/stating the responses.
Please submit your assignment in the appropriate submission area.
Module 8: Grammar & Writing #1
Verb creer
Estimated time to complete this lesson: 30 minutes
Creer (kreh-ehr) is a useful verb in Spanish language, and it is used in a wide range of expressions that you'll use daily. It means "to believe" and can be used in many contexts, such as "I think that..."/"Yo creo que..."
Access a Thoughtco article below to learn more.
- Based on the lesson, list 5 used of the verb creer record yourself reading each sentence sample using the verb creer (English and Spanish) and submit your audio link.
THOUGHTCO ARTICLE: 5 WAYS TO USE CREER
Please submit assignment in the appropriate submission area.
Module 8: Grammar & Writing #2
Adverbs
Estimated time to complete this lesson: 30 minutes
You may not realize it, but in the past few modules, between reading or writing a story, you likely have encountered adverbs. Even if not, please do not worry as you will do so in this lesson.
Adverbs are words used to modify or describe verbs, adjectives, or other adverbs. An adverb can give information about time, place, manner, or number and answer questions such as:
- How?
- How long?
- How often?
- When?
- Where?
Please access the SpanishDict lesson to learn about adverbs in Spanish, and based on the lesson:
- List the different types of adverbs, how/when each type of adverb is used
- Record audio of you reading the adverbs list for each type of adverb.
- You can find the list by scrolling down the lesson page and looking at each section where it says 'List of adverbs of _________.'
- Hint: You can hear the proper pronunciation by clicking on the audio icon next to the words.
- You are welcome to record yourself repeating after the SpanishDict audio
SpanishDict Lesson: https://www.spanishdict.com/guide/spanish-adverbs
Submit your written list and link to your audio to the appropriate assignment submission area.
Additional Resources (Optional)
Module 8: Culture
¿Lo puedes creer? (Can you believe it?)
Estimated time to complete this lesson: 30 minutes
Can you believe it? The teen in the video you will watch below speaks 13 languages at varying levels of fluency. You are welcome to answer in English but Spanish as well encouraged!
Based on the video:
- List three new, useful or interesting facts you learned
- List three strategies that the teen uses to learn languages which you could incorporate to your studies.
- Did the video inspire you to continue learning Spanish? Other languages? Explain
- How might you (or not) change your approach to learning Spanish after viewing the video?
- What level of Spanish proficiency do you want to acquire? What would you consider your current level? Explain.
- How much (or little) has your Spanish proficiency increased since the beginning of this class? Are you happy with your progress? Explain.
Please submit your assignment in the appropriate submission area as a Word document or PDF (or as slides)
Module 9: Overview
QUÉ and CUÁL
This Module, you will complete the following activities:
- Authentic Conversation (AC): QUÉ and CUÁL (What and Which)
- Authentic Conversation (AC): More question words
- Language Learning Lab (LLL): Shadowing Practice
- Grammar & Writing (G&W): Relative pronouns
- Culture: Daily life in Spain
Module 9: Authentic Conversation
QUÉ and CUÁL (What and Which)
Estimated time to complete this lesson: 30-45 minutes
Learn about the important distinction between QUÉ and CUÁL by watching the video below.
Also, see some examples in context in this 123Teachme webpage. Note: The 123Teachme lesson has some great idiomatic, authentic expressions using both words!
Based on what you learned from the video in the appropriate Discussion Board area:
- Explain in your own words when QUÉ vs CUÁL are used.
- Post two questions to a classmate (you do not need to specify the classmate!) using QUÉ (in Spanish and English - audio and text).
- Post two questions to a classmate using CUÁL (in Spanish and English - audio and text).
- Choose one post to respond to and answer the questions the classmate asked (in Spanish and English - audio and text)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 9: Language Learning Lab #1
More question words
Estimated time to complete this lesson: 30 minutes
While qué and cuál are the focus in this module, we will also revisit other question words.
Visit the Spanish Experiment lesson below.
Based on the lesson:
- Summarize in your own words the differences between Spanish and English questioning. (How questions are structured or formulated)
- Also, record yourself reading all Question words and/or phrases on the lesson page (English and Spanish)
- First, you will want to hear how they are pronounced which you can do by clicking on the 'play' icon.
Submit your summary and audio link in the appropriate submission area.
SPANISH EXPERIMENT LESSON: QUESTION WORDS IN SPANISH
Module 9: Language Learning Lab #2
Shadowing Practice
Estimated time to complete this lesson: 30-45 minutes
You will now use an engaging method to help your Spanish skills: Shadowing. You may have heard of the method of Shadowing as a strategy to increase your fluency in Spanish (or any language), but if not familiar with this method of increasing your Spanish fluency, the video below will explain what it is. Shadowing is sometimes difficult for beginners, but for this assignment, do give it a try!!!!
As you will learn from the video (approximate running time: 17 minutes) shadowing is a bit 'controversial' in the sense that some people feel it does not help the novice speaker. For this assignment, you will try our shadowing and see how/if it might be helpful for you by:
- Watch the video and list at least 3 advantages of the shadowing method that are mentioned in the video and describe the advantages and how they help. You will include this as part of your assignment submission.
- Choose ANY video/audio in Spanish you would like OR use the video below which is a lesson and spoken at a good speed. You could also choose a movie or TV show, YouTube videos in Spanish, authentic podcasts in Spanish, etc. However, if you feel your level is more 'beginner', you may want to find videos specific for beginning Shadowing or Repeating practice OR choose the video below. At the end of this page, you will find a simple video you can shadow
- While watching/listening record yourself SHADOWING FOR AT LEAST THREE MINUTES
- Again, if you absolutely cannot Shadow, you can Repeat (Listen.Stop video. Repeat what you heard)
- Share a bit about your experience and the answers to the following:
- Share the link to the source (audio, video, etc.) you chose to shadow and explain WHY you chose it.
- What was your experience like with shadowing? (Fun? Challenging? Stressful? Simple? Useful?)
- Based on this experience, do you think shadowing might (or might not) be a good way to increase your Spanish skills? Explain
- Submit your answers to the above AND some kind of audio/video proof of using the methods such as a Vocaroo recording of you shadowing/repeating the video for AT LEAST 3 MINUTES!
NOTE 1: You can slow down the speed on YouTube videos by clicking on the gear icon on the bottom of the video screen and choosing a slower speed but please try not to slow it down in order to get the full ‘shadowing’ experience!
NOTE 2: For those who may find the Shadowing method of practice frustrating, please note that the purpose of Shadowing is to help with the mechanics of the movement of the mouth, intonation, rate of speech etc. The purpose of Shadowing is NOT to understand what is being said.
If the videos you chose are too advanced, you can choose some slower or more basic videos and/or slow down the speed. With practice, students see a lot of improvement, so hopefully you will continue to give Shadowing a try with different videos at different speeds and levels.
Please submit assignment in the appropriate submission area.
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Video Resource for Shadowing
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Module 9: Grammar & Writing
Relative pronouns
Estimated time to complete this lesson: 30 minutes
A relative pronoun in Spanish introduces a clause that describes a previously mentioned noun. This noun can be a person, thing, place, possession, or amount. You see these in English all the time: “that, which, who, whom” and you’re fairly confident that you use them correctly, although you may wonder about “whom.” (Learn about these in this SpanishDict lesson)
One example in English would be: "That is the coat THAT I bought you." In English, unlike Spanish, we can drop the relative pronoun THAT as in: "That is the coat I bought you."
However, in Spanish we cannot drop them, and thus, they are essential in conversation.
Learn about relative pronouns by watching the video below, and:
- Explain Relative Pronouns
- List all the pronoun examples mentioned in the video in Spanish and English (text and audio)
- Choose THREE of the pronouns and create 3 original sentences using each pronoun in Spanish and English
- Record audio of yourself reading the sentences you created in Spanish and English
- Submit your written work and audio link (as always, please check your grammar, accents and pronunciation before submitting your work.)
Please submit assignment in the appropriate submission area.
Module 9: Culture
Daily life in Spain
Estimated time to complete this lesson: 30 minutes
Get to know daily life in Spain while learning more about qué and cuál ('what' and 'which').
Notice the different accents as they speak!
After you watch the video below:
- Describe the difference between qué and cuál (when/why is each used?)
- How do their uses (qué and cuál) differ between Spain and Latin America?
- List 5 new words (other than qué and cuál) from the video which were new and would be useful for you. Why would they be useful?
- Model the conversation in the video and create a short script of at least 10 lines based on you and a friend//family member during an outing to your favorite city/town. The script should have 5 lines for one character and 5 lines for the second character.
Note: You can play both parts, or you can find a willing friend or family member to play one of the characters.
Submit your answers to the questions, written script as well as audio link in both languages in the appropriate submission area as a Word document or PDF.
Module 10: Overview
SER and IR ('To be' and 'To go')
This Module, you will complete the following activities:
- Authentic Conversation (AC): SER and IR
- Language Learning Lab (LLL): More shadowing
- Language Learning Lab: Translating Using Context
- Grammar & Writing (G&W): Ser and Ir (past tense)
- Culture: World's most useful languages
Module 10: Authentic Conversation
SER and IR
Estimated time to complete this lesson: 30-45 minutes
On this discussion, in the approriate Discussion Board area, you will use the verbs SER and IR in tenses other than the present. Although you will learn more about the grammar behind these in an upcoming ask, here you will practice authentic conversation using the verbs.
To guide you, please visit this YABLA lesson about the past tense of SER and IR and watch the video below. As always, you are encouraged to use any resources available to you to check your grammar and pronunciation.
- From the article, explain the past tense for SER and iR
- State something you 'were' in the past with the verb SER.
- Ask a question that uses the verb SER in the past tense.
- State somewhere you used to go in the past with the verb IR.
- Ask a question that uses the verb IR in the past tense.
- Choose on post you will respond to and answer the question they posted.
- Include text and audio (English and Spanish for all posts) and bold the past form of SER and IR within
SAMPLE ORIGINAL POST
STATEMENT: De niña era buena estudiate. / I was a good students as a child https://voca.ro/1eaRuhLeHv3K
QUESTION: ¿Eras un/a buen/a estudiante cuando eras niño/a? / Were you a good student as a child? https://voca.ro/1sv4JIhL4Z6y
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 10: Language Learning Lab #1
More shadowing
Estimated time to complete this lesson: 30-45 minutes
This week, you will continue to use the Shadowing method to practice Spanish, but this time, you will shadow the video that is included here.
- While watching/listening to the video, record yourself SHADOWING FOR AT LEAST THREE MINUTES.
- If Shadowing is too difficult for you, you can use the 'Repeating' method. (With the Repeating Method, you listen, stop the video, and then repeat what you heard.) However, please note that Shadowing is not necessarity for understanding but more for the mechanics of speech (rate, speed, the way the mouth moves, etc.) which can only be improved with practice, so hopefully, you will at least try to Shadow! Note you can slow down the video speed which may help.
- Please try to shadow the entire video, but you only need to record 3 minutes.
- Submit some kind of proof of using the methods such as a Vocaroo recording of you shadowing/repeating the video for AT LEAST 3 MINUTES!
Please submit assignment in the appropriate submission area.
NOTE 1: You can slow down the speed on YouTube videos by clicking on the gear icon on the bottom of the video screen and choosing a slower speed but please try not to slow it down in order to get the full ‘shadowing’ experience!
NOTE 2: For those who may find the Shadowing method of practice frustrating, please note that the purpose of Shadowing is to help with the mechanics of the movement of the mouth, intonation, rate of speech etc. The purpose of Shadowing is NOT to understand what is being said.
Module 10: Language Learning Lab #2
Translating Using Context
Estimated time to complete this lesson: 30-45 minutes
For this task, you will try out translating first WITHOUT help and then WITH the help of online resources.
The goal here is NOT to have a perfect translation but to give you a sense of translating by using context.
This will help you for upcoming tasks where you will translate business documents.
You will first read the text you will find below the instructions. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation but for you to give translation a try!)
2. Create a list of 10-20 words that you did not know and translate them using any of the resources you have (Linguee, SpanishDict, etc. - try to extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS
3. Return to original and translate again. Did the translation get better? Explain.
4. Now, copy and paste (or type) the original Spanish text into translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so?
- Submit ALL written translations, properly labeled as per the instructions above AND:
- Included with your translations document: Share how this process went for you: (1) How long did it take? (2) How accurate was your initial translation? (3) How did the translation improve after you increased your vocabulary by looking up the words? (4) Was this activity challenging? Simple? Fun? Useful? Explain
Please submit assignment in the appropriate submission area.
Translate the following
TITLE: 6 ejercicios que practica cada día la neurocientífica Wendy Suzuki para mejorar su fortaleza mental
Es raro imaginar la ansiedad como algo positivo. ¿Qué tiene de bueno sentirse nervioso y preocupado?
Según Wendy Suzuki, neurocientífica y profesora del Centro de Ciencias Neuronales de la Universidad de Nueva York, la ansiedad puede ser una buena emoción.
En lugar de luchar contra ella, Suzuki cuenta que durante su vida ha utilizado esa emoción para ser más productiva, más optimista, y, en última instancia, más resistente.
La investigadora —autora del libro Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion ("Ansiedad buena: aprovechando el poder de la emoción más incomprendida" en español, que se publica este mes)— se ha especializado en el estudio de la plasticidad del cerebro y los efectos transformadores del ejercicio físico en la salud mental y el desarrollo cognitivo.
Source where you can read the full artice: https://www.bbc.com/mundo/noticias-58442859
Module 10: Grammar & Writing
Ser and Ir (past tense)
Estimated time to complete this lesson: 30-45 minutes
Without stressing too much about the preterite and imperfect conjugations for SER and IR (as it takes a lot of time and practice to master these, and if you want to master them, you will need to practice more on your own!), it is still worth knowing about them as these verbs are essential in all tenses and highly irregular.
Watch the video below, and based on the video:
- Write all the conjugations for both verbs (you can replicate the tables from the video) and then
- Create one sentence for each conjugation for each verb. (For each of the verb conjugations, for each verb!)
- Submit your conjugations (typed by you and not copied and pasted from another source) as well as text and audio of your sentences (Spanish and English text and audio).
Please submit assignment in the appropriate submission area.
Module 10: Culture
World's most useful languages
Estimated time to complete this lesson: 15 minutes
Ever wonder if learning languages is all that useful?
Hopefully by now you agree Spanish is at least beautiful and fun!
Even if not, please watch the video below, by Drew Binski, who has completed a quest to visit every country in the World.
Based on the video:
- List all the 'most useful languages' mentioned in the video
- List the 2 reasons we must learn a few basic phrases of the language of the country we are visiting (or if we are around individuals from specific countries)
- State how/if learning Spanish is/would be useful for you for your career.
Please submit your assignment in the appropriate submission area as a Word document or PDF
Module 11: Overview
Ojalá
This Module, you will complete the following activities:
- Authentic Conversation (AC): Ojalá
- Language Learning Lab (LLL): Visual glossary
- Grammar & Writing (G&W): Subjunctive mood
- Culture: Customs
Module 11: Authentic Conversation
Ojalá
Estimated time to complete this lesson: 30 minutes
The subjunctive (el subjuntivo) is one of the three moods in Spanish, the other two being the indicative and the imperative. The subjunctive is used to express desires, doubts, the unknown, the abstract, and emotions. You will explore it further in the grammar folder but meantime, you will learn about an unusual yet commonly used word in the subjunctive: ojalá (oh-hah-lah)
First, learn about the subjunctive with this Thoughtco article
Based on what you learn from the article about the subjunctive and research you will conduct about ojalá, create 3 sentences where it would make sense to use ojalá.
- Post your 3 sentences (in Spanish and English - audio and text)
- Please check your pronunciation prior to posting and remember the J sound in Spanish is like the H sound in English (as though we are laughing HAHA HEHE)
- Choose a post to respond to and comment on similarities or differences between the sentences/usages you each chose (in Spanish and English - audio and text)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 11: Language Learning Lab
Visual glossary
Estimated time to complete this lesson: 60-90 minutes
Did you know that 90% of information transmitted to the brain is visual, and visuals are processed in the brain at 60,000 times the speed of text. In other words, we look at pictures and videos regularly and we consume them more quickly than we do text. That is why for this task, you will create a Spanish-English glossary of terms and phrases using Padlet or any other platform that allows for text and images (Google Slides, PowerPoint, etc.)
For this assignment:
- Based on your own need or interests, choose the 20 most useful phrases you feel are essential for you to know in Spanish AND create a Padlet OR Slides Presentation with those phrases.
- Create your own Padlet account, etc. and create one post for each of the phrases. Each post must include:
- The phrase correctly written in English and Spanish
- An image that illustrates or approximates the phrase or words
- Record audio of yourself reading the phrases in Spanish and English (hint: if you use Padlet, it allows for audio recording)
- Submit link to your Padlet or upload slides
Note: Padlet WILL let you upload images or choose images from the web. It also lets you record audio (you may have to start a different post on your board) or you can include a Vocaroo link.
Please submit assignment in the appropriate submission area.
Additional Resources (Optional)
Module 11: Grammar & Writing
Subjunctive mood
Estimated time to complete this lesson: 60 minutes
PART 1 of 2 (scroll down the page for Part 2)
Learn about the subjunctive mood in Spanish with the video and lesson below.
Based on the video:
- Explain the Subjunctive mood
- List 2 sentence examples (Spanish and English) from the video which show the subjunctive.
- Create 3 sentences that will be useful for you, using the subjunctive. (Spanish and English with audio and text)
- Explain how or why the sentences you created would be useful for you.
LESSON: https://baselang.com/blog/basic-grammar/spanish-subjunctive/
Part 2 of 2
Access the following SpanishDict Lessons on the Subjunctive mood to learn more, and record audio of yourself reading all the sample sentences from the lesson.
- SpanishDict Lesson 1: https://www.spanishdict.com/guide/spanish-subjunctive-mood
- SpanishDict Lesson 2: https://www.spanishdict.com/guide/using-ojala-with-the-subjunctive
Module 11: Culture
Customs
Estimated time to complete this lesson: 90-120 minutes
You may, in the future, have or seek opportunities to live and/or work abroad. If not, it is likely you will at some point work with individuals (either as co-workers, customers, etc.) from other countries or you may be in another country. For this assignment, we will concentrate specifically on the possibility that you might be working in Mexico or Spain and will be helping a new arrival from the U.S.
Learn about some 'customs' observed in Spain or Mexico by watching one or both of the following videos. Keep in mind, these are NOT rules but rather suggestions or information on certain peculiarities one might encounter in Spain, Mexico and in some Latin American countries as well.
- Using as a model what you learned on the video, in Spanish and English, create a 'script' telling a possible new arrival from the U.S. least FIVE things they should 'not' do in SPAIN or MEXICO that they should be aware of. You choose one country (SPAIN or MEXICO) to highlight to the new arrival from the US.
- Submit Text, in English and Spanish AND images to augment the text as though this was a hand-out you were tasked to share with the new arrivals Please keep the list fun, lively and positive! (also make sure to check grammar, gender agreement, accents, etc.)
- Then, based on your script create a video (or screencast or narrated slides) presentation ALL in Spanish as though you had been tasked to share this information with the new arrivals who will be working at your company. Therefore, make it engaging and as professional as possible while keeping in mind your audience/field. (Resources for video creation are in the content area below this assignment)
- Before you record and submit, please check your spelling, grammar and pronunciation with a tool such as SpanishDict
Please submit your script and presentation (with audio/video) in the appropriate submission area as a Word document or PDF (or as slides) with a link to the audio or video (Please do not upload audio or video files and only submit a link)
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Resources that might be useful
(DO NOT PAY FOR ANY OF THESE. THEY SHOULD ALL HAVE FREE VERSIONS)
Screencasting: Screencast-o-matic
Online Whiteboard to also create video lessons: EduCreations
YouTube Video Privacy Settings (to make Unlisted)
Narrated PowerPoint How-To (often you have access through your college Microsoft Office 365 account)
Module 12: Overview
El futuro (The future)
This Module, you will complete the following activities:
- Authentic Conversation (AC): Future goals
- Language Learning Lab (LLL): Háblame de ti
- Language Learning Lab (LLL): Job letters
- Grammar & Writing (G&W): Informal and Simple future
- Culture: A job interview in Spain
Module 12: Authentic Conversation
Future goals
Estimated time to complete this lesson: 30 minutes
Since this module, we will explore the future tense in Spanish, a good place to start is with authentic conversation about future goals. To prepare for the Discussion Board:
- Watch the following video, and based on the video state 3 goals the interviewees shared (Spanish and English - audio and text)
- State three future goals you have (in Spanish and English - audio and text)
- Ask a question of a classmate (a general classmate OR a specific classmate!) relating to a specific goal a typical student might have (in Spanish and English - audio and text)
- Respond to the question in a post of at least one other student AND make sure to address any questions that were addressed to you! (in Spanish and English - audio and text)
As always, please check your grammar and pronunciation with a tool such as SpanishDict
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 12: Language Learning Lab #1
Háblame de ti
Estimated time to complete this lesson: 60 minutes
In addition to daily conversation, in the future you may encounter (or have already encountered) academic or work situations where you were asked something along the lines of "Tell me about yourself". So we can expand upon the typical basic conversation in Spanish in this project, you will explore how you might answer this question at a job interview (in Spanish!)
One type of question that you can almost count on during a job interview is: Háblame de ti (Tell me about yourself)
This question allows the interviewer to hear a short, summed up version of your background and skills, and it gives them insight into what experience and qualifications you think are most relevant to the position you’re interviewing for.
It will be that question (or one along those lines) that you will answer in this assignment, in Spanish!
- In ONE minute, record yourself (audio or video) answering this question as though you were in an actual interview in Spanish for a job you might actually apply for or an ideal job you would like.
- Submit a link to your 1-minute Spanish audio and a written script in Spanish and English along with the Job title you are applying for.
NOTE: As you will learn from the resources below, this interview question is NOT the time to talk about your personal life but rather to present to the interviewer your professional background and what you 'bring to the table' (how would the company benefit from hiring you)
Please submit assignment in the appropriate submission area.
INDEED ARTICLE: HOW TO ANSWER "TELL ME ABOUT YOURSELF"
Module 12: Language Learning Lab #2
Job letters
Estimated time to complete this lesson: 60 minutes
Now that you have learned how to answer the "Tell me about yourself" job interview question, let's practice writing skills in Spanish with a Cover Letter for an ideal job you would apply for.
- First, read the article below from ThoughtCo and learn more about formal Spanish for business communications with the video below the article about written communications in Spanish. Notice the greetings and closings which are different (and many not have a literal translation between English and Spanish.
- Conduct a search on jobs of interest to you and choose one job posting that you would apply to.
- Then, watch the video below and visit this Jobseekers webpage to learn about writing resumes in Spanish and essential vocabulary for job applications. (As always, be mindful of ads in these types of sites, be careful not to click on anything and do not sign up for anything!)
- Using what you learned, write a cover letter in Spanish (with an English version) applying for the job.
- Submit your letter as a document in both languages. Include proper greetings, closings and if needed, learn how to properly write dates in Spanish.
- Include the job posting title and link for the job for which you created the application letter.
Please submit assignment in the appropriate submission area.
THOUGHTCO ARTICLE: HOW TO WRITE BUSINESS AND PERSONAL LETTERS
VIDEO
Module 12: Grammar & Writing
Informal and Simple future
Estimated time to complete this lesson: 45 minutes
There are two ways to form the future tense in Spanish: the informal future (ir + a + infinitive) and the simple future (el futuro simple). The simple future, unlike the informal future, is expressed in a single word. The Spanish simple future is used to talk about what will or shall happen.
To learn more, please visit the SpanishDict lesson below to learn about Informal and Simple future and also watch the video.
- Explain the uses and differences between the Informal and Simple future
- Record audio of yourself reading all sentence examples using the future tense from the lesson page (English and Spanish) and submit a Vocaroo link of the audio.
SPANISHDICT LESSON: SIMPLE AND INFORMAL FUTURE
VIDEO
Module 12: Culture
A job interview in Spanish
Estimated time to complete this lesson: 45 minutes
For this assignment, we will continue with the topic of Spanish for the workplace.
You will watch a short video of a job interview conducted entirely in Spanish, with some strategies in English. Notice the accent!.
- First, watch the video and write a list of 20 words/phrases that were new for you. Submit the list in English and Spanish.
- Then, you will shadow (or use the 'repeating' method, if that works out better for you!) for the interview portions of the video and submit an audio recording of your shadowing exercise.
- Whether you shadow or repeat, you can slow down the YouTube video speed if needed.
- Share how the process went for you. Did it help you acquire some vocabulary for workplace interview? Improve your pronunciation? Was it challenging? etc.
Please submit your assignment in the appropriate submission area as a Word document or PDF
Module 13: Overview
Comunicación (Communication)
This Module, you will complete the following activities:
- Authentic Conversation (AC): How to ask and answer "Cuéntame"
- Language Learning Lab (LLL): Work communications (translations)
- Grammar & Writing (G&W): Résumé
- Grammar & Writing (G&W): Future Perfect
- Culture: High and Low-Context Cultures
Module 13: Authentic Conversation
How to ask and answer "Cuéntame"
Estimated time to complete this lesson: 45 minutes
This module, you will explore a casual type of conversation that involves talking to a friend or family member and asking them and which you may recall from a previous module: Cuéntame.
While not a proper question in the sense that it does not have question marks, cuéntame is the equivalent of asking someone to tell you what has been going on with their life or around them, about a place, etc. Essentially, it prompts a response in a sort-of story telling of recent or past events, future plans, about places, etc. depending on the context.
For this discussion board, in the appropriate submission area, you will ask a classmate to ‘tell you a short story’ about something in their life - it is not intended to be a long story but rather an explanation in story form (just like in English when you and someone are talking and someone asks: "So, tell me about..."
- You could pose questions such as Cuéntame algo acerca de tus estudios (tell me something about your studies) or Cuéntame acerca de tu ciudad (tell me about your town/city), etc.
- You decide what to ask a peer, and as a peer response, you will actually answer the question!
- Please respond to the post of at least one other student.
- All original and response posts must include text and audio in English and Spanish.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 13: Language Learning Lab
Work communications (translations)
Estimated time to complete this lesson: 45 minutes
As we approach the end of the course, it is important to explore written communications that relate to work since Spanish is a useful skill in many professions. It is also a good idea to translate using context clues since, if you have not figured it out already, one cannot translate any language word-for-word and expect an accurante translation.
For this assignment, you will first try to translate a document from Spanish to English WITHOUT using a translation platform. The goal is NOT an accurate translation but rather for you to give translation a try!!!
After you attempt translating on your own, you will check your translation with a tool such as Google Translate, SpanishDict and DeepL.
Detailed instructions are below.
Please submit assignment in the appropriate submission area.
Assignment Instructions
- Visit the webpage below, and from the list of sanple letters in Spanish, choose ONE sample business letter that might be most useful/interesting/simple for you to translate into English.
- You will need to scroll down past the sample greetings, etc. in order to find the actual letters to translate. Also, the English versions are provided, so please try your best NOT to read them until you tried your own translation!
- Choose ONE letter/document in Spanish and translate it WITHOUT a translator app. Type it so you can use it it on a next step. Do not worry about accuracy at this point - just try your best with what you know, even if it is not much. (Title this translation OT)
- Then, type the Spanish version into Google Translate AND SpanishDict AND DeepL to obtain an English translation from each platform. (Title the Google Translate translation GT, the SpanishDIct translation SDT, and the DeepL Translation DL)
- How close are the 4 translations? (yours, Google Translate, DeepL and SpanishDict?) How was this process for you: what did you learn? challenges? simple? useful?
- Submit the 3 translations and answers to the question above.
Webpage: https://baselang.com/blog/vocabulary/write-a-letter-in-spanish/
Module 13: Grammar & Writing #1
Résumé
Estimated time to complete this lesson: 60-90 minutes
Writing a Résumé (sometimes also known as CV - depending on the profession) is an important skill no matter what the language!
Since this is a Spanish class, you will create a resume in Spanish. Access the external links below to learn more about this skill and then create a resume in Spanish for a future (or dream) job that you might want to pursue. You may want to first create it in English and then translate it into Spanish.
Expatica: Finding a Job Resume in Spanish (Please note: Photos in a resume are no longer a practice - do not include!)
- In your submission, include a job posting and/or detailed job description for the job you are 'seeking'
- Submit a properly-formatted, professional-looking resume, in Spanish, as a Word of PDF file.
Module 13: Grammar & Writing #2
Future Tense
Estimated time to complete this lesson: 30 minutes
The simple perfect tense is used to describe what will happen in the future. You have learned a bit about this tense in a previous module, and here you will review and learn more.
- Please visit a Spanish Dict lesson which you can access below to learn more about the Future tense. Also, please watch the short video.
- Then, complete the Comprehensive Review activity. Submit a screenshot at the end of the activities as proof of completion.
Please submit assignment in the appropriate submission area.
SPANISHDICT LESSON: https://www.spanishdict.com/guide/simple-future-regular-forms-and-tenses
COMPREHENSIVE REVIEW: https://www.spanishdict.com/lessons/102?lesson_start_source=grammar%20article%20lesson%20name
VIDEO
Module 13: Culture
High and Low-Context Cultures
Estimated time to complete this lesson: 15-30 minutes
Learn a bit more about differences in cultures as far as how they communicate (and with 'how many' words!) .
Based on the videos below (and any extra research you need to conduct):
- Define high-context and low-context cultures
- Is the U.S. a high-context or low-context culture? Explain
- Are Latin American countries high or low context? Explain
- If you were to live, visit or work in a Latin American culture or with individuals from Latin America, what would you do in order to gain an advantage in business or make friends and establish trust? Use specific evidence from the video as well as your own opinion.
- Share links/resources where you got the information
Please submit your assignment in the appropriate submission area as a Word document or PDF.
.
Module 14: Overview
TED Talks en Español y BBC Mundo
This Module, you will complete the following activities:
- Authentic Conversation (AC): TED Talks en español (share)
- Language Learning Lab (LLL): TED Talks en español (watch & summarize)
- Language Learning Lab (LLL): Translating LAS NOTICIAS using context
- Language Learning Lab (LLL): Reading LAS NOTICIAS
- Culture: Pronunciation and More
Module 14: Authentic Conversation
TED Talks en español (Share)
Estimated time to complete this lesson: 30 minutes
Visit TED en Español and choose two videos, in Spanish, with content that interests you.
- For this assignment, post to the appropriate DIscussion Board submission area and share the titles and links to your videos you chose AND the reason you chose those two videos.
Note: In an upcoming activity, you will do some work based on the videos you chose. You do not have to watch them for this discussion unless you have time or would like to.
You do not need to respond to the post of others but are encouraged to read the posts (and respond if you would like) to get some ideas of additional videos you may want to watch!
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 14: Language Learning Lab #1
TED Talks en español (watch & summarize)
Estimated time to complete this lesson: 60 minutes
If you have not done so already, go to TED Talks en Español and choose 2 videos to watch in Spanish.
Based on the videos you chose, share how your experience was watching the videos in Spanish.
- Did you watch both videos entirely? If not, why not?
- How much were you able to understand?
- Did you use the captions or transcripts? Did they help?
- Would you recommend watching these types of videos to increase Spanish skills? Why or why not?
- Share a brief summary of each video along with the title.
- Also, share the links to the videos you watched.
- Anything else you would like to share
Please be thoughtful and detailed in your responses. Use full sentences and paint a complete picture of how this process went for you.
Please submit your assignment in the appropriate submission area.
Module 14: Language Learning Lab #2
Translating LAS NOTICIAS using context
Estimated time to complete this lesson: 60 minutes
Please visit BBC Mundo and take a look around. Choose one article in Spanish that is good news. Based on the BBC Mundo article in Spanish you chose (It must be about POSITIVE/GOOD news!) you will translate the TITLE of the article and TWO paragraphs of your choosing.
You will try out translating first WITHOUT help and then WITH the help of online resources. The goal here is NOT to have a perfect translation but to give you a sense of translating by using context! You will first read the text you will find at the end of this page. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation but for you to give translation a try!) SAVE THIS TRANSLATION TO TURN IN! MISTAKES ENCOURAGED - TRY IT ON YOUR OWN WITHOUT ANY HELP!
2. After your initial translation, create a list of 10-20 words that you did not know and translate them using any of the resources you have (Linguee, SpanishDict, etc. - try to extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS - SAVE THIS WORD LIST TO TURN IN!
3. Return to original text and translate again using the new words you looked up. Did the translation get better? - YOU CAN (BUT DON'T HAVE TO) TURN IN THIS TRANSLATION
4. Now, copy and paste (or type) the original Spanish text into translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION - SAVE THIS TRANSLATION TO TURN IN!
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so? ANSWER THIS QUESTION FULLY TO TURN IN! (Submit in the appropriate submission area)
Module 14: Language Learning Lab #3
Reading LAS NOTICIAS
Estimated time to complete this lesson: 30 minutes
Please re-visit the BBC Mundo article you previously chose, and record yourself reading the title AND at least 2 paragraphs in Spanish. Also, submit the link to the BBC article.
Submit your audio recording link in the appropriate submission area
Module 14: Grammar & Writing
Commands
Estimated time to complete this lesson: 30 minutes
There are many different types of Spanish commands (mandatos), or imperatives, including affirmative tú commands, negative tú commands, formal commands, nosotros commands
To learn more, please visit the SpanishDict lesson below to learn about commands in Spanish and also watch the video.
Then, record audio of yourself reading all sentence examples using the future tense from the lesson page (English and Spanish) and submit a Vocaroo link of the audio.
SpanishDict Lesson: https://www.spanishdict.com/guide/commands
.
Module 14: Culture
Pronunciation and More
Estimated time to complete this lesson: 45 minutes
As we approach the end of the course, you might be wondering how much progress you have made and how you might continue to learning Spanish in ways that are meanigful to you.
To help you get started, please watch the following video which will address many of these things as well as provide you with an opportunity to informally see 'where you are' in Spanish at this point.
Based on the video, please answer the following questions.
- How many vowel sounds are there in the Spanish language?
- What are diphtongs? Explain and give 3 examples from the video (Spanish and English versions)
- What are some tips/strategies to pronounce the letter R?
- What is the difference between the verbs SER and ESTAR? What are the general rules for when each is used?
- Give at least two examples of words that sound feminine but are masculine and two examples of words that sound masculine but are femenine (include the ARTICLE that helps us male that distinction as well as the english version of the words)
- List 2-3 ways in which you might approach learning Spanish on your own differently than the way you have approached it until now (in class and on your own). If you would NOT change your approach, explain why.
Module 15: Overview
Adiós
This Module, you will complete the following activities:
- Authentic Conversation (AC): Saying Goodbye
- Language Learning Lab (LLL): Español todos los días (Spanish every day)
Module 15: Authentic Conversation
Saying Goodbye
Estimated time to complete this lesson: 15 minutes
Did you know? Adiós is Spanish for "goodbye" or "farewell".
Literally translated, the word is the contraction of "a" (to) and "Dios" (God), from the old Spanish phrase "A Dios vais" ("You're going to God", meaning to the Kingdom of Heaven), which appears in the novel Don Quixote.
Here, we will say adiós to the course and each other. Hopefully you have had an enjoyable time in this class, learned some basic Spanish language and culture as well as learned from and gotten to know some classmates.
- Please watch the video below to learn some alternatives to say goodbye in Spanish!
- On the appropriate discussion board area, you are also welcome to reflect upon your Spanish journey as well as say goodbye to classmates
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 15: Language Learning Lab
Español todos los días (Spanish every day)
Estimated time to complete this lesson: at least 15 minutes per day for 5 days + time to fill out the table.
So far throughout this course, you have used many different resources to help you increase your skills (shadowing, chatbots, talking to pets, translating recipes, etc.). You have also used resources for grammar, pronunciation, etc. such as SpanishDict, StudySpanish.com and more. In this assignment, you will continue implementing resources and strategies to learn Spanish.
The days do not have to be in a row but must total to at least FIVE days within the assignment/project timeframe.
To help you keep track, and for grade, each day, you will fill out one row for the table which you can access on the next page. The table below is part of what you will turn in as your assignment submission. You will also answer a set of questions which you will find below the table.
Note: Although you will receive credit for 5 days and the questions, please do not limit yourself to only 5 days!
NOTE: Please DO NOT repeat resources, platforms. This means, if you use Duolingo one day, you cannot use Duolingo another day, even if the lessons are different. If you SHADOW one day, you should not shadow another day, even if the content is different, etc.
Please submit assignment in the appropriate submission area.
|
oercommons
|
2025-03-18T00:35:12.270421
|
Vanessa Botts
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107231/overview",
"title": "Spanish II - Introductory Spanish (2nd Edition)",
"author": "Textbook"
}
|
https://oercommons.org/courseware/lesson/64497/overview
|
Grade 6-8 Science Learning Resource
Overview
Resource suggestions to explore and consider as a way to support your family learning during school closures.
Grade 6-8 Science Learning Resource
#Going 3-D - Gathering, Reasoning and Communicating: These lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens.
American Chemical Society - Adventures in Chemistry: This site provides resources including activities, animations, projects, simulations, webinars, and videos.
ESCOLAR: Project ESCOLAR (Efective Scholastic Curriculum for Online Learning and Academic Results) aims to offer all middle-school students the opportunity to learn science within an engaging online environment.
Next Generation Storylines: This site focuses on a coherent sequence of lessons, in which each step is driven by students' questions that arise from their interactions with phenomena.
PBS Learning Media - Science: This site explores natural phenomena and scientific practices with videos, lesson plans, and interactive tools.
PHeT Interactive: PHet creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.
Teach Engineering: Teach Engineering is a digital library comprised of engineering curricula for K-12 educators to make applied science and math come alive through engineering design.
Photo by Joshua Anderson on Unsplash
|
oercommons
|
2025-03-18T00:35:12.298628
|
Geology
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64497/overview",
"title": "Grade 6-8 Science Learning Resource",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/93379/overview
|
Bomba: Género de música
Overview
Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, as well as the cultural connections/impact of the music today. Begin studying Bomba as a class and work through the investigation process together; then students can select a different genre of music to research and explore before creating a visual essay about their topic.
The complete lesson plan included is the 4th class period of a 8-10 period unit of study; the complete unit slides are included in the resource folder with all readings, videos, etc. Lessons are in Spanish, but could be adapted for an English class with Spanish translanguaging as many of the videos are included with closed captions.
Resumen español
Los estudiantes investigarán géneros musicales en países hispanohablantes para comprender mejor la historia y las influencias que crearon la música, así como las conexiones culturales/el impacto de la música hoy en día. Comiencen a estudiar Bomba como clase y trabajen juntos en el proceso de investigación; luego, los estudiantes pueden seleccionar un género de música diferente para investigar y explorar antes de crear un ensayo visual sobre su tema.
La lección que se presenta a continuación es el período 4 de un plan de unidad de 10 períodos (en un horario de bloques de 90 minutos). Las lecciones están disponible en español, pero podrían adaptarse para una clase de inglés con traducción al español.
English Summary
Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, as well as the cultural connections/impact of the music today. Begin studying Bomba as a class and work through the investigation process together; then students can select a different genre of music to research and explore before creating a visual essay about their topic.
The lesson presented below is period 4 of a 10 period unit plan (on a 90 minute block schedule). Lessons are in Spanish, but could be adapted for an English class with Spanish translanguaging
LESSON DESCRIPTION
Género de música: Bomba
Author of the Lesson: Kellie Rosenberger
Unit Summary/Overview: Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, the cultural connections/impact of the music today. We will begin by studying Bomba as a class and work through the investigation process together; then students will select a different genre of music to research and explore before creating a visual essay about their topic.
The lesson presented below is period 4 of a 10 period unit plan (on a 90 minute block schedule). These are the slides for the entire unit. Additional supporting resources are housed in the unit resources folder.
| Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
| Lectura de UnivisiónVideo:LaLa Anthony Black, Latino and ProudVocabularioReflexión:¿ Qué merece hablar? ¿De qué estás pensando? Usan unas palabras de vocabulario en tu reflección | Video: Historia de Puerto Rico Descolonizar PRQuizlet Vocabulary from Day 1 | Lectura de ABC NewsNotas Cornell: Video 1 y Video 2 (Hacer notas de Cornell) | Repaso del vocabularioTarea: Entrevistas sobre BombaVideo:La Bomba - A Puerto Rican TraditionVideo: Bombazzo | Tarea: Mini-Ensayo (with exemplars and rubric for writing)Bomba: Ensayo visual (una página) |
| Day 6 | Day 7 | Day 8 | Day 9 | Day 10 |
| Bomba: Ensayo visual (una página) | Bomba: Ensayo visual (una página) | Investigación sobre otro género de música (Una página individual) | Investigación sobre otro género de música (Una página individual) | Presentaciones de las páginas en grupos pequeños |
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards:
- ACTFL World-Readiness Standards For Learning Languages - Cultures: World Language Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
- ACTFL World-Readiness Standards For Learning Languages - Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- ACTFL World-Readiness Standards For Learning Languages - Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
Content Objectives:
- Students will describe the origins of Bomba music and identify how the musical genre continues to influence Afro-boriken culture in Puerto Rico from readings, videos and interviews
- Students will write a mini-essay about the origins and cultural influence of Bomba today
- Later….Students will create a visual essay using words, phrases, quotes, pictures, symbols to communicate various aspects of music and culture
ELP Standards:
- 9-12.1: An ELL can . . . construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.
- 9-12.4: An ELL can . . .construct grade-appropriate oral and written claims and support them with reasoning and evidence.
Language (ELP) Objectives:
- Students will interpret and analyze interviews in Spanish about Bomba music and summarize their findings, written and then orally, with feedback partners.
- Students will write a mini essay about the origins and influence of Bomba music on Puerto Rican and Afro-boriken culture and incorporate evidence from outside sources in the text.
I Can Statements:
- I can interpret and analyze interviews in Spanish about Bomba music and summarize their findings, written and then orally, with feedback partners.
- I can write a mini essay about the origins and influence of Bomba music on Puerto Rican and Afro-boriken culture and incorporate evidence from outside sources in the text.
Supporting Academic Language
Language Functions: Evaluating, drawing conclusions, summarizing
Language Modalities: Listening, writing
Vocabulary: género/genre, diáspora/diaspora, Afro-boricua/Afro-puerto rican, afro-boriken, resistencia/resistance, herramienta/tool, antepasados/ancestors, (+ yubá, sica, bámbula, cuembé, holandé, seis corrido)
Syntax or Sentence Structure(s):
- En el artículo ______, se dice que…
- Según la entrevista con ________, …
- ___________ hablaba de que…
- En el video de ___________ aprendí que…
- _______ se refiere a…
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
- Basic history of Boriken (Puerto Rico), the Taíno people and the enslaved people brought to the island
- Understanding of the legacy of enslaved people and African influence on Puerto Rican culture
- Intermediate/Advanced listening, reading, writing and speaking (in target language)
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
- Projector, Computer, Speakers
- Google docs and/or printed interview questions
- Post-its/White Board
- Word Wall/Vocabulary from previous lessons
- Video Interviews:
- Video: La bomba - A Puerto Rican Tool of Resistance Through Creative Expression
- Video: Bombazzo - La bomba y la plena
Learning Supports
Socio-emotional supports: Clear instructions/objectives, exemplars, think time, one-on-one check ins, options for demonstrating proficiency to build on student strengths
Cultural & Linguistic Responsiveness: Reflection on one’s cultural lens, recognizing and addressing bias, real world issues in the classroom, translanguaging, student choice on project topic
Accessibility: Heterogeneous groupings, sentence frames, multimodal input/output, processing time, exemplars, vocabulary supports
Instructional Supports
Differentiation: Collaborative activities, language scaffolding, shared vocabulary/”word wall”
L1 Supports: Shared vocabulary document, sentence frames
LESSON PROCEDURES
Anticipatory Set/Motivation/Hook
Time: 5-10 minutes as students arrive to allow time to circulate, check-in with students about life/school/etc.
Teacher Does/Students Do: Vocabulary Review - Match the vocabulary terms on the left used in Bomba music with the definitions on the right. (Vocabulary comes from previous day’s lesson)
Transition/guiding question: Why might we use interviews when we are trying to learn about a new subject?
Focused Instruction (Teacher-as-Model)
Time: 10 minutes
Teacher Does/Students Do: Introduce the objective of understanding and making inferences from interviews for the day.
Begin with interview #1 with Jerry Ferao. Post the question from his interview on the board: Read over/break down the question. Ask students to brainstorm, using what they already know, what Jerry might say and write them on a piece of paper in front of them.
Stand - Share - Sit vocabulary related to the answer -- teacher adds these vocabulary words to the board.
Watch the first part of interviews together as a class. (Jerry Ferao).
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 10 minutes
Teacher Does/Students Do:
Give each table a post-it note and have them respond to question #1 as a group. They can use what they heard, or use the words on the board -- or both -- to come up with a group answer.
Then, have a student volunteer from each table read their group’s post-it to the class.
Teacher will collect the post-its and write strong phrases on the board. Students will then use those phrases to write the answer to questions #1 on their own individual document. They can use what their group wrote, or they can come up with their own response.
Group Application (Student-to-Student Joint Responsibility)
Time: 10 minutes
Teacher Does/Students Do:
Repeat same process above for first question on interview #2. (Interview with Marién Torres)
Individual Learning (Independent Practice and Application)
Time: 25 minutes
Teacher Does/Students Do:
Students will now use their own language skills to listen to the remainder of the interviews and answer the questions provided by the teacher. Have students finish the interview questions on their own! Teacher consciously mingles to check in with students and make suggestions to improve their writing.
*If students finish early, have them write 2-3 of their own questions about the interviews. (I use Costa’s leveled questions)
Closure
Time: 5 minutes
Teacher Does/Students Do: Share with your table group one of your best answers! Read it with fluency and clarity.
Have students write your best response on a post-it note and stick it on the door - teacher will read over these to check for understanding before next lesson.
Remind students that next time they will be writing a mini-essay (Free Response Question) utilizing the resources we’ve read and studied throughout the unit.
ASSESSMENTS
Formative Assessment
Content and language: Vocabulary word bank, post-its, interview question responses, EQ paragraph with evidence today
Plans for Summative Assessments
Content: One Pager with quotations from interviews used as evidence; vocabulary words, symbols, images, etc to demonstrate understanding
(Example one-pagers; more examples)
Language: Mini-Essay
Using the interview question responses as their ‘source’ have students answer the following essential questions in the form of a mini-essay. Use the sentence frames to support the inclusion of evidence.
- ¿Cuál es la historia de la bomba en la isla de Boriken/Puerto Rico? ¿Cómo es Puerto Rico hoy en día?
- ¿Cuál es el impacto (presencia) del género hoy en día en la cultura afro-boricua?
- ¿Qué piensas tú sobre este género de música, o más general música como forma de cultura y resistencia?
En el artículo ______, se dice que…
Según la entrevista con ________, …
___________ hablaba de que…
En el video de ___________ aprendí que…
_______ se refiere a…
Example essays and writing rubric
|
oercommons
|
2025-03-18T00:35:12.339737
|
Social Science
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93379/overview",
"title": "Bomba: Género de música",
"author": "Languages"
}
|
https://oercommons.org/courseware/lesson/93546/overview
|
Material REA
Overview
lista la estructura de los recurso REA que cumplen con las 5 libertades aprendidas. Para hacer esta revisión vamos a realizar un cuadro o tabla
Material REA
| Material | ¿Se puede observar? | ¿se puede reutilizar? | ¿se puede modificar? | ¿Se puede distribuir? | ¿Se puede remezclar? |
Material vìdeos | si | si | si | si | si |
Material presentaciones | si | si | si | si | si |
Material aplicaciones digitales | si | si | no | si | si |
Material infografias | si | si | no | si | si |
Materia audios | si | si | no | si | si |
Material REA
| Material | ¿Se puede observar? | ¿se puede reutilizar? | ¿se puede modificar? | ¿Se puede distribuir? | ¿Se puede remezclar? |
Material vìdeos | si | si | si | si | si |
Material presentaciones | si | si | si | si | si |
Material aplicaciones digitales | si | si | no | si | si |
Material infografias | si | si | no | si | si |
Materia audios | si | si | no | si | si |
|
oercommons
|
2025-03-18T00:35:12.360881
|
06/08/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93546/overview",
"title": "Material REA",
"author": "Jazmin Pèrez"
}
|
https://oercommons.org/courseware/lesson/113663/overview
|
Hands-On AI Projects for the Classroom: A Guide for Electives Teachers
Overview
ISTE and GM have partnered to create Hands-On AI Projects for the Classroom guides to provide educators with a variety of activities to teach students about AI across various grade levels and subject areas. Each guide includes background information for teachers and student-driven project ideas that relate to subject-area standards.
The hands-on activities in the guides range from “unplugged” projects to explore the basic concepts of how AI works to creating chatbots and simple video games with AI, allowing students to work directly with innovative AI technologies and demonstrate their learning.
Introduction
The Hands-On AI Projects for the Classroom series is a set of guides for teachers who are seeking instructional and curricular resources about artificial intelligence (AI) for various grade levels and across a range of subject areas. Developed by ISTE in partnership with General Motors, these guides are an extension of ISTE's work and feature student-driven AI projects curated from educators in the field, as well as strategies to support teachers in implementing the projects in a variety of K–12 classrooms. The projects engage students in both unplugged and technology-infused activities that explore key facets of AI technologies.
Click here to access the full Electives Courses resource in English.
|
oercommons
|
2025-03-18T00:35:12.375625
|
03/02/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113663/overview",
"title": "Hands-On AI Projects for the Classroom: A Guide for Electives Teachers",
"author": "Rebecca Henderson"
}
|
https://oercommons.org/courseware/lesson/99895/overview
|
OR.SS.HS.14
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Economics
Standard: Analyze how determinants cause supply and demand to shift and the impact on secondary markets.
OR.SS.HS.15
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Economics
Standard: Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
OR.SS.HS.21
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Economics
Standard: Interpret the “circular flow” of economic activity and the role of producers, consumers, and government.
OR.SS.HS.22
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Economics
Standard: Examine how producers and consumers in different communities and levels of society (urban and rural, socioeconomic, regional economies) influence and respond to business cycles.
OR.SS.HS.23
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Economics
Standard: Analyze the ways in which incentives and competition influence Production and distribution in a market system.
OR.SS.HS.25
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Economics
Standard: Explain how the global economy has developed and describe the involvement of free trade, comparative advantage, specialization, and interdependence.
OR.SS.HS.27
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Economics
Standard: Describe characteristics of command, market, traditional, and mixed economies and the effect on jobs and standards of living.
OR.SS.HS.28
Oregon Social Sciences Standards
Grades 9-12
Learning Domain: Economics
Standard: Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living.
|
oercommons
|
2025-03-18T00:35:12.405595
|
01/11/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99895/overview",
"title": "Who feeds Paris?",
"author": "Jenoge Khatter"
}
|
https://oercommons.org/courseware/lesson/65305/overview
|
PreK-12 Resources for New School Routines
Public Television Resources for WA Educators
Recursos de PreK-12
PBS - At Home TV Learning Opportunities
Overview
We’re excited to announce a partnership between the public television stations across Washington and OSPI. Your local public television station is helping support educators, parents and caregivers with a variety of free high-quality, accessible educational media resources.
The PBS KIDS 24/7 channel and PBD KIDS programming on the main channel (for young learners ages 2-8) and the WORLD channel At-Home Learning Service (for learners grades 6-12) feature broadcast programming linked to at-home learning resources that can be used by educators to supplement distance learning plans, or by parents to provide added enrichment and support for children’s educational needs.
With both channels available free over the air, these educational programs can reach families who do not have internet access or computers at home.
Your Washington State PBS Member Stations Support You!
PBS member stations throughout Washington are partnering with OSPI to support educators as they embark on a new journey of providing distance learning for students.
As we all understand the importance of equity in education, especially during this time, please note that in addition to our regularly scheduled educational programming available on broadcast, we are now partnering with the WORLD Channel to broadcast content for grades 6-12 from 9 am to 2 pm weekdays starting Monday, March 30.
To see the programming in your area, link to the WORLD Channel “At-Home Learning” page. At the bottom of the page you’ll see links to the schedule and to the resources for teachers, students, and families. (To make sure you’re accessing the correct local information, you can set your local station by entering your zip code at the top of the World channel site.)
Thank you for all that you do for the students in Washington, and please know that we are here for you.
RESOURCES FOR EDUCATORS
PBS LearningMedia has FREE, pre K-12 standards-aligned videos, interactives, lesson plans and more for educators. The site integrates with many learning platforms schools are using, including Google Classroom, Clever, Remind, and Schoology.
PreK-12 Resources for New School Routines - videos, self-paced Interactive lessons, printable activities, and more to support learning from anywhere.
- A new PreK-12 Spanish language collection - Recursos de PreK-12 is now available
- Responding to the need for educational resources for students as schools closed due to the coronavirus, all PBS member stations in Washington and WORLD Channel, in partnership with PBS LearningMedia, will begin broadcasting At-Home-Learning programs intended for grades 6-12 on Monday, March 30, from Monday – Friday, 9am-2pm. These daily, free, over-the-air broadcasts will feature the best in public media science, history and other educational programming. All programs in the block have associated PBS Learning Media assets.
- Educational programming for younger students will continue to be available on member station main broadcast channels and the 24/7 PBS KIDS broadcast channel.
RESOURCES FOR PARENTS
PBS KIDS for Parents offers information, activities and tips for parents
Resources on How to talk to your kids about coronavirus
- PBS KIDS’ new weekday newsletter offers activities and tips parents can use to help kids play and learn at home. Sign up here!
- With kids at home, many parents are wondering about screen time. Parents should check out the new PBS KIDS for Parents blog, Making the Most Out of Screen Time: Conversation Starters.
RESOURCES FOR KIDS
The PBS KIDS 24/7 channel offers anytime access to trusted educational series for kids ages 2-8.
The PBS KIDS Video app is available on mobile, tablet and connected TV devices and offers on-demand educational videos, and a livestream of the PBS KIDS 24/7 channel. No subscription required.
- The PBS KIDS Games app offers nearly 200 educational games, which can be downloaded for offline play anytime, anywhere. Learn more about these and PBS KIDS’ other apps here: https://pbskids.org/apps
Visit PBS Learning Opportunities on the OSPI website for more information
Environmental Educators Andy Pearce and Amala Posey prepare for their first live broadcast from Grand Canyon's new Virtual Studio for Kids.
NPS Photo by Kristen M. Caldon
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oercommons
|
2025-03-18T00:35:12.442661
|
Life Science
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65305/overview",
"title": "PBS - At Home TV Learning Opportunities",
"author": "History"
}
|
https://oercommons.org/courseware/lesson/105477/overview
|
what is chatGpt
Overview
Some information about chatgpt
chat2
ChatGPT (chat generative pre-trained transformer)[1] is a chatbot launched by OpenAI in November 2022. It is built on top of OpenAI's GPT-3 family of large language models and is fine-tuned (an approach to transfer learning)[2] with both supervised and reinforcement learning techniques.
ChatGPT was launched as a prototype on November 30, 2022, and quickly garnered attention for its detailed responses and articulate answers across many domains of knowledge. Its uneven factual accuracy was identified as a significant drawback.[3] Following the release of ChatGPT, OpenAI was valued at US$29 billion.[4]
ChatGPT-Español
ChatGPT (Chat Generative Pre-trained Transformer) [1] es un chatbot lanzado por OpenAI en noviembre de 2022. Es un modelo de lenguaje autorregresivo que emplea aprendizaje profundo para diversas tareas relativas a la comprensión y generación de lenguaje [2]. Es generativo porque genera secuencias largas de texto original, y preentrenado porque no se ha creado con ningún conocimiento de dominio[2] .
Es una red neuronal gigantesca y, como tal, forma parte del segmento de aprendizaje profundo del aprendizaje automático, que en sí mismo es una rama de la inteligencia artificial[2].
ChatGPT se lanzó como prototipo el 30 de noviembre de 2022 y rápidamente llamó la atención por sus respuestas detalladas y articuladas en muchos ámbitos del conocimiento[3]. Tras el lanzamiento de ChatGPT, OpenAI se valoró en 29.000 millones de dólares[4]
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oercommons
|
2025-03-18T00:35:12.458735
|
06/16/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105477/overview",
"title": "what is chatGpt",
"author": "Leire Junguitu"
}
|
https://oercommons.org/courseware/lesson/97453/overview
|
Hispanic Culture and Civilization
Overview
This resource was designed for a student interested in learning about Hispanic Civilization and Culture, and it may be especially interesting to a student of the Spanish language, however, no Spanish language knowledge is required. Nonetheless, there will be some opportunities to learn some language basics as language and culture are closely related.
It is intended as a one-semester college-level course.
The content is practical, authentic and engaging, but more importantly, it allows students to acquire much more than the basics of Hispanic Civilization and Culture.
Course Overview
This resource was designed for a student interested in learning about Hispanic Civilization and Culture. It may be especially interesting to a student of the Spanish language, however, no Spanish language knowledge is required. Nonetheless, there will be some opportunities to learn some language basics as language and culture are closely related
This resource is comprised entirely of free, open-educational resources which are available to anyone. These include SpanishDict.com, StudySpanish.com, The Spanish Experiment, YouTube and much more.
The content is practical, authentic and engaging, but more importantly, it allows students to acquire much more than the basics of Hispanic Civilization and Culture.
The course is divided into 7 full modules with each module centering around specific themes in order to meet the following learning objectives:
- Analyze pivotal events in World history that impacted Hispanic Civilization and Culture.
- Articulate the differences between the terms Spanish, Latino and Hispanic.
- Describe traditions and celebrations of the Hispanic World, their significance and historical origins.
- Explain different Latin American music genres, their significance and historical origins.
- Explore Hispanic Cuisine and compile popular recipes from different Latin American countries.
- Identify significant contributions of Hispanic authors, scientists, athletes and other important figures throghout history.
- Compare and contrast Hispanic and U.S. culture in aspects such as time, personal space, formal address, and the concept of family.
- Produce basic conversational phrases and respond to basic questions in Spanish with and without the use of translation platforms
Module 1: Authentic Conversation
Introductions
Getting to know each other is important in any course but especially in an online course. Introduce yourself in the appropriate Discussion Board submission area of your course.
Note: Even though this class will be facilitated in English, language and culture are intertwined, and therefore, for this discussion, you should use translation apps so that you can beome acquainted with the language and these translation tools available.
- In Spanish and English, please share your name, age (optional), your major (Especialidad), where you are from and anything else you would like to share about yourself such as hobbies, interests, pets, why you joined this class, etc.
- Note: This video (click here to access) will help you with some Spanish basic introductions.
- If you feel comfortable, post a photo of yourself or an image that represents you! Please share why you chose the image.
Note: To translate your introduction into Spanish, you are encouraged to use Google Translate, SpanishDict, or DeepL.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Useful Resources
Lesson from SpanishExperiment on greetings: https://www.thespanishexperiment.com/learn-spanish/greetings
Video:
Module 1: Planning for Success
Planning for Success
More often than not, doing well in a class (and learning) are less about the subject matter and more about other factors such as time management, attitude, and even sleep!
In order to do as well as you can in this course, let's explore some strategies for success and plan for the term.
- Please watch the videos below, and based on the videos, please choose 4 stragegies you will use to help you be successful in this class. Choose at least 2 strategies from each video.
- Make sure to list which video you chose each of the strategies from.
- State your goals for this class as they relate to the content and grade you would like to earn. Explain the goals and how you plan to achieve them
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
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Module 1: ¿Lo sabías? (Did you know?)
Language Connection
English and Spanish are quite similar for a variety of reasons, not the least of which is the influence of Latin and Arabic in both languages. Learn more about the similarities between both languages by watching the following videos and reading the following article, and based on the video and article:
- List three (3) facts from each video that were new, interesting or useful to know.
- Please provide enough evidence from the video as well as your reasons for choosing those facts.
FLUENTU ARTICLE: https://www.fluentu.com/blog/spanish/similarities-between-spanish-and-english/
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
If applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional) - 2 minutes running time
Module 1: Let's Analyze
Events in World history that impacted Hispanic Civilization and Culture
The history of the Spanish language has had a tremendous effect on its culture as culture and language are closely related. Learn more about the history of Spanish by watching the videos below and based on the videos and articles below:
- Based on what you learn from the videos and articles, create a historical timeline of 10 events that shaped the Spanish language. Include the historical period, geographical origin, how it shaped the language and anything else you feel would be helpful to include.
- The timeline can be created by hand (submit a scan of it or clear screenshot) or online. Either way, it must be clear, neat, complete and easy to read.
- If you do not know what a timeline is, click here to watch this video and here to read about it. If you would like to know how to create a timeline online using the free online platform Canva, click here.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
Articles:
The 'Vulgar' History of Spanish language: https://www.spanish.academy/blog/history-of-spanish/
The History of the Spanish language: https://www.babbel.com/en/magazine/history-of-the-spanish-language
Module 2: Authentic Conversation
Differences between the terms Spanish, Latino and Hispanic
You may have heard the terms Spanish, Latino and Hispanic. Although they are often used interchangeably, their use can depend upon geographical area and other factors. There are some differences which may help clarify their use and origin which you will learn in this lesson. Please watch the following videos, and based on the videos, in the appropriate Discussion Board area of the course:
- Explain the difference between Spanish, Latino and Hispanic
- Share 2 other terms and/or facts that were new, interesting or useful to know.
- You do not need to respond to the posts of others, but please read their posts to avoid repeating facts
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
If applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
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Module 2: ¿Lo sabías? (Did you know?)
Origins of Hispanic Civilization
For this lesson, we will explore the origins of Hispanic Civilization rather than the origins of the Spanish language which we explored in a previous lesson.
Please watch both videos below, and based on the information from each video, share 3 interesting facts about the history of the Spanish Empire and Hispanic Civilization. Please state which video the information is from, share enough details about the facts and include one image that may help provide some context for one of the facts you chose.
To learn more about this topic, you can also read the following article from History.com:
https://www.history.com/topics/hispanic-history/hispanic-latinx-milestones
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
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Module 2: Let's Analyze
Culture and Geography
In addition to learning language and culture, it is also helpful to explore how geography may affect the two. In this lesson, we will become acquainted in the Geography of South America in a variety of ways. CHOOSE ONE OPTION FROM BELOW TO COMPLETE (Part 1 or Part 2 although you are welcome to complete both!)
Part 1
- Based on the YouTube video below, please describe, in full sentences and with enough detail and evidence from the videos, 3 new, interesting or useful facts you learned about South America.
- Based on what you have learned from the videos and any research you may need to conduct, please explain how Geography can affect language and culture.
- Please make sure to include enough details and evidence to support your answers.
Part 2
- Learn about Central and South American countries and their capitals by clicking here and here. Then, choose ONE of the following tasks:
- Click here to access an online interactive map quiz for South America. Complete the quiz by clicking on the correct countries on the map and keep practicing until you get a 90% (Watch out where you click as there will be a lot of ads! Make sure to only click on the map)
- Submit a screenshot of your Quiz screen showing a 90% score.
- Click here to access an outline map of South America. Either by hand or online, fill in the names for each country along with the capitals.
- Submit your filled out map as a document (pdf preferred)
- Click here to access an online interactive map quiz for South America. Complete the quiz by clicking on the correct countries on the map and keep practicing until you get a 90% (Watch out where you click as there will be a lot of ads! Make sure to only click on the map)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
Additional Resources (Optional)
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Module 3: Authentic Conversation
Traditions and Celebrations of the Hispanic World
Let's compare how you celebrate New Year and New Year celebrations in Latin America by watching the following video. After watching the video, choose one of the Celebrations from the video and post a summary of the celebration and compare and contrast it to the way YOU celebrate the New Year.
- On the appropriate Discussion Board, share the celebration name, its country, a description of the celebration, an image that represents it, at least one link to where you got the information and the comparison to the way you celebrate the holiday.
- Respond to the post of at least one other student comparing the celebration you chose and theirs or expanding upon your peer's information.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
New Year Celebrations in Latin America
Module 3: ¿Lo sabías? (Did you know?)
More traditions
Learn more about traditions and celebrations in Latin America (some more well known than others!) by watching the videos below and reading this article: https://www.history.com/news/latin-american-holiday-traditions
- Based on the article, list and describe each celebration mentioned. Include the countries where they are celebrated and their origins.
- Based on each video, list and describe each celebration mentioned. Include the countries where they are celebrated and their origins.
- Conduct some research on your own and find a tradition and/or celebration that is specific to a Spanish-speaking country.
- Share the name of the celebration, which countries it is celebrated in, a brief description, images and the links where you found the information.
- Create a slides presentation (with narrated slides) based on your findings. (You can also create a video presentation where you screencast your slides as you narrate them)
Submit your work as a slides presentation or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
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Additional Resources
Module 3: Let's Analyze
Traditions and Religion
As you may have noticed in the previous lessons in this module, religion pays a huge role in the traditions and celebrations in Spanish-speaking cultures. Based on what you have learned in previous lessons and your own research, choose on Celebration or Tradition (from Latin America or any Spanish-speaking country) that has a religious basis. Imagine you are teaching a lesson explaining the relationship between religion and traditions to a beginner audience, and:
- Create a slide show with images and text of at least 5 slides where you present the tradition, the country (or countries) where it is celebrated, its religious roots and include some images on the slides. Please make sure to explain how religion has influenced or given origin to the tradition or celebration.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
Religion in Latin America - influences (Optional)
https://www.pewresearch.org/religion/2014/11/13/religion-in-latin-america/
https://www.pewresearch.org/religion/2014/11/13/chapter-3-religious-beliefs/
Module 4: Authentic Conversation
Music and Culture
In an upcoming lesson, we will explore the historical roots of much of the music and its instruments of Latin America. For now, please read the article below about different styles of Latin American music. Based on the article. choose one style from the list in the site and research it.
- On the appropriate Discussion Board, post the name of the style you chose, describe it and share a music video that represents that music style. Please make sure the video is appropriate for an academic setting.
- You do not need to respond to the posts of others but are encouraged to read them to learn more and also to try to avoid repetition.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Article: https://www.audionetwork.com/content/the-edit/inspiration/different-types-latin-music-genres
Module 4: ¿Lo sabías? (Did you know?)
African Musical Roots
Did you know that a lot of musical genres in Latin American music have African roots? Learn a bit about this and the small Caribbean island of Cuba and Colombia by watching the videos below.
- Based on the videos, list 3 new, useful or interesting facts you learned.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
To learn more about Afro Latino roots, you can also listen to the following NPR podcast: https://www.npr.org/2014/02/13/276443907/afro-latino-music-reimagining-songs-rooted-in-the-slave-trade
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Module 4: Let's Analyze
Latin American music genres, their significance and historical origins
Now that you know a bit about the different Latin American musical genres, it is time to explore their historical origins. Please read the article below and choose 2 time periods that are of interest to you. Based on the time periods you chose, from each time period explained in the article, summarize the music styles, instruments and geographical regions of origin or influence. Conduct some additional research and find an image to represent one aspect of your research (map, musical instrument, etc.)
Article from Brittanica about Historical Past of Latin American music:
https://www.britannica.com/art/Latin-American-music
Example submission of 1 time period:
Pre-Columbian patterns
Little is known about the musical activities or systems of these precolonial civilizations which include the Mayans and the Aztecs, but there are sources such as surviving musical instruments, dictionaries of Indian languages compiled by early European missionaries, chronicles written by Europeans of the 16th century. Drums and wind instruments, primarily flutes, are commonly described in texts and found in artifacts. Trumpets commonly appear throughout the region. The large conch trumpet was an instrument of war.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
Module 5: Authentic Conversation
Latin American food
Food (comida) is a fantastic way to get to know about a culture and its roots.
Learn more about Latin American cuisine by watching the videos below.
- Based on what you learn from the videos,on the appropriate Discussion Board, list your favorite dish from the video, its country of origin and provide some background information as to its origin. If you have actually had the dish before, please share that as well.
- Then, conduct your own reasearch and find one video, article or recipe based on Latin American cuisine. Share the link on your Discussion post.
- Please respond to the post of at least one other student and visit the link they have shared. In your response, include one new, interesting or useful fact you learned from their link.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
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Module 5: ¿Lo sabías? (Did you know?)
Origins of Food
Did you know the Aztecs were a Mesoamerican culture that flourished in central Mexico in the post-classic period from 1300 to 1521? Also, did you know The Mayan Empire, centered in the tropical lowlands of what is now Guatemala, reached the peak of its power and influence around the sixth century A.D.?
That is interesting in and of itself, but since in this Module we are talking about food, you may be interested in knowing that it is thanks to these ancient civilizations that today we can enjoy foods such as chocolate, potatoes and corn.
- For this assignment, you will watch the videos below, and based on each video, list 3 new, useful or interesting facts you learned about the history of chocolate, the history of corn and the history of the potato. This means a total of 9 facts.
- Make sure that at least one (1) fact from each video relates to the food origin in Latin America
- Please include enough details and evidence from the videos.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
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Additional Resources (Optional)
If you would like to learn more, read the articles below:
Mayan Civilization: https://www.history.com/topics/ancient-americas/maya
Aztec Civilization: https://education.nationalgeographic.org/resource/aztec-civilization
Module 5: Let's Analyze
Food Today
Thinking of the different foods (comidas) and dishes (platos) you eat currently or have eaten, and based on what you have learned in this Module about Latin American food and the origins, some of which date back to the Mayan and Aztec Empire, find a recipe for a dish you have eaten before which contains some of the ingredients that may date back to Latin America.
- Submit the name of the dish, a brief description of how the dish or some of its ingredients have a Latin American origin.
- Find and share a link for that recipe
- Include an image of the dish.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
To get you inspired, please watch the following video! (less than 3 minutes running time)
Module 6: Authentic Conversation
Influential Hispanic Americans
In the following video you will identify significant contributions of Hispanic authors, scientists, athletes and other important figures throghout history.
- Based on what you learned from the videos, choose 2 Hispanic American figures whose accomplishments you can relate to based on your interests, hobbies, work or future career. Share their name, their contributions and why you chose them.
- Conduct some research and find 1 additional Hispanic figure who has made a significant contribution to a field of interest to you. Share their name, a brief description of their contribution and a link to where you found the information.
- Please respond to the post of at least one other student. You can share additional information about the figures they chose, you can expand on what they shared or simply comment on what you learned from their post.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
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Module 6: ¿Lo sabías? (Did you know?) - Part 1
Inventors
Did you know? There are many important inventions that you may not know were originated by Latinos.
Learn about some of their significant contributions by watching the video below. Based on what you learned from the video, choose 3 inventions that were most interesting for you and submit the name of the invention, their inventor and describe the invention.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
Module 6: ¿Lo sabías? (Did you know?) - Part 2
Hispanic Literature
The contribution to Literature of Hispanic and Latino authors is immesurable, and I encourage you to look into it further, However, for this assignment, you will choose one of the videos below to watch about different important writers. Based on what you learned from the video, share the author's name, country of origin and list 3 different facts that make the author an important figure.
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Module 6: Let's Analyze
One Important Figure
Based on what you learned so far about the contributions of Latin / Hispanic figures or based on your own research, create a slides presentation about one important Latin / Hispanic figure that you admire.
The slides presentation should be of at least 5 slides and it should include images and text as well as your reasons for choosing that figure.
Some helpful resources to get you started with some ideas of figures to highlight in your presentation can be found in the video(s) below.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
Helpful Resources
Famous Hispanic Americans
Latino Austronauts
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Module 7: Authentic Conversation
Difference between U.S. and Latin American Culture
In this lesson, we will explore differences Hispanic and U.S. culture in aspects such as time, personal space, formal address, and the concept of family (and any other differences you find through research).
- Based on the video, below list 3 differences between U.S. and Latin American Culture that were new, useful or interesting for you.]
- Respond to the post of at least one other student
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 7: ¿Lo sabías? (Did you know?)
Concepts of Time
Did you know that usually, individuals from Latin America are more 'relaxed' about time than we are used to here in the U.S.?
For instance, in the U.S., if you are invited to a party that begins at 7:00 PM, at what time would you arrive? If you answered that you would arrive at 7:00 PM or close to it, then you might be surprised to know that for a Latin American, it would not be uncommon to arrive half-hour to 2 hours after the start time! This diffence in concepts of time is called Chromemics.
Learn about 'Latin American time' with the video below, and based on the video, list 2 concepts of time in Latin America that are different to yours and explain how they are different.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
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Additional Resources (Optional)
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Module 7: Let's Analyze
Hispanic vs U.S. Culture.
For this assignment, you will compare and contrast Hispanic and U.S. culture in aspects such as time, personal space, formal address, and the concept of family.
Please watch the video (you likely have already watched it in a previous lesson but please watch it again) and read the article below, and based on what you learned from the videos, create a presentation highlighting at least five differences between Latino/Hispanic culture and culture in the U.S.
The presentation should have text and images to augment the text. It should have a title slide, one slide per difference that has text and an image, and an ending slide with a brief conclusion of what you learned from this assignment. Therefore, the presentation will have at least 7 slides.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
Article:
https://www.spanish.academy/blog/10-differences-in-latin-culture-compared-to-u-s-culture/
Video (Optional, but encouraged to re-watch)
Module 8: Authentic Conversation
Adiós
Did you know? Adiós is Spanish for "goodbye" or "farewell".
Literally translated, the word is the contraction of "a" (to) and "Dios" (God), from the old Spanish phrase "A Dios vais" ("You're going to God", meaning to the Kingdom of Heaven), which appears in the novel Don Quixote.
Here, we will say adiós to the course and each other. Hopefully you have had an enjoyable time in this class, learned interesting facts as well as learned from and gotten to know some classmates.
- On the appropriate discussion board area, you are also welcome to reflect upon your journey to learn about Hispanic Civilization and Culture as well as say goodbye to classmates
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
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oercommons
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2025-03-18T00:35:12.528941
|
Textbook
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"url": "https://oercommons.org/courseware/lesson/97453/overview",
"title": "Hispanic Culture and Civilization",
"author": "Full Course"
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https://oercommons.org/courseware/lesson/71049/overview
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Rights, Respect, Responsibility Curriculum and Resources
Overview
Comprehensive, evidence-informed K-12 Sexuality Education Curriculum from Advocates for Youth. Available for free download (PDFs) or through Google Classroom. The resource itself is not openly licensed.
Rights, Respect, Responsibility (3Rs) K-12 Sexuality Education Curriculum
Comprehensive, evidence-informed K-12 Sexuality Education curriculum from Advocates for Youth. Lessons available as PDFs (English and Spanish) for free download or through Google Classroom. Sign-in needed for access. Resource itself is not openly licensed.
Link to 3Rs Curriculum download or Google Classroom access.
This title was reviewed by OSPI and the WA Department of Health in 2017 for consistency with WA requirements for sexual health education and found to be consistent with all requirements. Lessons on Sex Trafficking determined by OSPI to meet WA requirements for Sex Trafficking Awareness and Prevention instruction.
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oercommons
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2025-03-18T00:35:12.544799
|
Teaching/Learning Strategy
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"url": "https://oercommons.org/courseware/lesson/71049/overview",
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"author": "Module"
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https://oercommons.org/courseware/lesson/117396/overview
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WA.ESES.K.2
Washington Environmental and Sustainability Education Standards
Kindergarten
Learning Domain: The Natural and Built Environment
Standard: Students engage in inquiry and systems thinking and use information gained through learning experiences in, about, and for the environment to understand the structure, components, and processes of natural and human-built environments.
WA.ESES.K.1
Washington Environmental and Sustainability Education Standards
Kindergarten
Learning Domain: Ecological, Social, and Economic Systems
Standard: Students develop knowledge of the interconnections and interdependency of ecological, social, and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national, tribal, and global levels.
Learning Domain: Reading for Informational Text
Standard: Actively engage in group reading activities with purpose and understanding.
Learning Domain: Reading for Informational Text
Standard: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Learning Domain: Reading for Informational Text
Standard: With prompting and support, ask and answer questions about unknown words in a text.
Learning Domain: Reading for Informational Text
Standard: Identify the front cover, back cover, and title page of a book.
Learning Domain: Reading for Informational Text
Standard: With prompting and support, ask and answer questions about key details in a text.
Learning Domain: Reading for Literature
Standard: Actively engage in group reading activities with purpose and understanding.
Learning Domain: Reading for Literature
Standard: With prompting and support, identify characters, settings, and major events in a story.
Learning Domain: Reading for Literature
Standard: Ask and answer questions about unknown words in a text.
Learning Domain: Reading for Literature
Standard: With prompting and support, ask and answer questions about key details in a text.
Learning Domain: Speaking and Listening
Standard: Continue a conversation through multiple exchanges.
Learning Domain: Speaking and Listening
Standard: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Learning Domain: Speaking and Listening
Standard: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Learning Domain: Speaking and Listening
Standard: Speak audibly and express thoughts, feelings, and ideas clearly.
Learning Domain: Speaking and Listening
Standard: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Learning Domain: Reading for Literature
Standard: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Learning Domain: Reading for Literature
Standard: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Learning Domain: Reading for Literature
Standard: Describe characters, settings, and major events in a story, using key details.
Learning Domain: Reading for Literature
Standard: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Learning Domain: Reading for Literature
Standard: Ask and answer questions about key details in a text.
Learning Domain: Speaking and Listening
Standard: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Learning Domain: Speaking and Listening
Standard: Ask questions to clear up any confusion about the topics and texts under discussion.
Learning Domain: Speaking and Listening
Standard: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Learning Domain: Speaking and Listening
Standard: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
Learning Domain: Speaking and Listening
Standard: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Learning Domain: Reading for Informational Text
Standard: Actively engage in group reading activities with purpose and understanding.
Learning Domain: Reading for Informational Text
Standard: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Learning Domain: Reading for Informational Text
Standard: With prompting and support, ask and answer questions about unknown words in a text.
Learning Domain: Reading for Informational Text
Standard: Identify the front cover, back cover, and title page of a book.
Learning Domain: Reading for Informational Text
Standard: With prompting and support, ask and answer questions about key details in a text.
Learning Domain: Reading Literature
Standard: Actively engage in group reading activities with purpose and understanding.
Learning Domain: Reading Literature
Standard: With prompting and support, identify characters, settings, and major events in a story.
Learning Domain: Reading Literature
Standard: Ask and answer questions about unknown words in a text.
Learning Domain: Reading Literature
Standard: With prompting and support, ask and answer questions about key details in a text.
Learning Domain: Speaking and Listening
Standard: Continue a conversation through multiple exchanges.
Learning Domain: Speaking and Listening
Standard: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Learning Domain: Speaking and Listening
Standard: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Learning Domain: Speaking and Listening
Standard: Speak audibly and express thoughts, feelings, and ideas clearly.
Learning Domain: Speaking and Listening
Standard: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Learning Domain: Reading Literature
Standard: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Learning Domain: Reading Literature
Standard: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Learning Domain: Reading Literature
Standard: Describe characters, settings, and major events in a story, using key details.
Learning Domain: Reading Literature
Standard: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Learning Domain: Reading Literature
Standard: Ask and answer questions about key details in a text.
Learning Domain: Speaking and Listening
Standard: Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
Learning Domain: Speaking and Listening
Standard: Ask questions to clear up any confusion about the topics and texts under discussion.
Learning Domain: Speaking and Listening
Standard: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Learning Domain: Speaking and Listening
Standard: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
Learning Domain: Speaking and Listening
Standard: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Cluster: Range of Reading and Level of Text Complexity.
Standard: Actively engage in group reading activities with purpose and understanding.
Cluster: Key Ideas and Details.
Standard: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Cluster: Craft and Structure.
Standard: With prompting and support, ask and answer questions about unknown words in a text.
Cluster: Craft and Structure.
Standard: Identify the front cover, back cover, and title page of a book.
Cluster: Key Ideas and Details.
Standard: With prompting and support, ask and answer questions about key details in a text.
Cluster: Range of Reading and Level of Text Complexity.
Standard: Actively engage in group reading activities with purpose and understanding.
Cluster: Key Ideas and Details.
Standard: With prompting and support, identify characters, settings, and major events in a story.
Cluster: Craft and Structure.
Standard: Ask and answer questions about unknown words in a text.
Cluster: Key Ideas and Details.
Standard: With prompting and support, ask and answer questions about key details in a text.
Cluster: Comprehension and Collaboration.
Standard: Continue a conversation through multiple exchanges.
Cluster: Comprehension and Collaboration.
Standard: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Cluster: Presentation of Knowledge and Ideas.
Standard: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Cluster: Presentation of Knowledge and Ideas.
Standard: Speak audibly and express thoughts, feelings, and ideas clearly.
Cluster: Comprehension and Collaboration.
Standard: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Cluster: Range of Reading and Level of Text Complexity.
Standard: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Cluster: Key Ideas and Details.
Standard: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Cluster: Key Ideas and Details.
Standard: Describe characters, settings, and major events in a story, using key details.
Cluster: Craft and Structure.
Standard: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Cluster: Key Ideas and Details.
Standard: Ask and answer questions about key details in a text.
Cluster: Comprehension and Collaboration.
Standard: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Cluster: Comprehension and Collaboration.
Standard: Ask questions to clear up any confusion about the topics and texts under discussion.
Cluster: Presentation of Knowledge and Ideas.
Standard: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Cluster: Presentation of Knowledge and Ideas.
Standard: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
Cluster: Comprehension and Collaboration.
Standard: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
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oercommons
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2025-03-18T00:35:12.674376
|
Life Science
|
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"url": "https://oercommons.org/courseware/lesson/117396/overview",
"title": "Monarch Mystery (Kindergarten)",
"author": "Environmental Science"
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https://oercommons.org/courseware/lesson/66312/overview
|
Political Campaigns: Fundraising and Finance Laws
Overview
Political Campaigns: Fundraising and Finance Laws
Learning Objective
By the end of this section, you will be able to:
- Describe the relevant fundraising and campaign finance laws in Texas
Introduction
Political campaigns are efforts of the candidates to win support of the voters. The goal of the campaign is to attain sufficient support to win the primary election in March and the general election in November. Campaigns involve attempts to reach potential voters through print and electronic media, mail, door-to-door campaigning, speeches to small and large groups, and text and telephone solicitation. The cost is enormous. And money is critical for candidate success in Texas.
Fundraising
Early in the 2016 election season, several candidates had fundraised well ahead of their opponents. Hillary Clinton, Jeb Bush, and Ted Cruz were the top fundraisers by July 2015. Clinton reported $47 million, Cruz with $14 million, and Bush with $11 million in contributions. In comparison, Bobby Jindal and George Pataki (who both dropped out relatively early) each reported less than $1 million in contributions during the same period. Bush later reported over $100 million in contributions, while the other Republican candidates continued to report lower contributions. Media stories about Bush’s fundraising discussed his powerful financial networking, while coverage of the other candidates focused on their lack of money. Donald Trump, the eventual Republican nominee and president, showed a comparatively low fundraising amount in the primary phase as he enjoyed much free press coverage because of his notoriety. He also flirted with the idea of being an entirely self-funded candidate.
Even with a carefully planned and orchestrated presidential run, early fundraising is vital for candidates. Money helps them win, and the ability to raise money identifies those who are viable. In fact, the more money a candidate raises, the more he or she will continue to raise. EMILY’s List, a political action group, was founded on this principle; its name is an acronym for “Early Money Is Like Yeast” (it makes the dough rise). This group helps progressive women candidates gain early campaign contributions, which in turn helps them get further donations (Figure 8.11).
Many potential candidates may decline to run if their opponent has a lot of money in a campaign war chest. War chests are campaign accounts registered with the Federal Election Commission (FEC), and candidates are allowed to keep earlier donations if they intend to run for office again. Incumbents and candidates trying to move from one office to another very often have money in their war chests. Those with early money are hard to beat because they have an easier time showing they are a viable candidate (one likely to win). They can woo potential donors, which brings in more donations and strengthens the campaign. A challenger who does not have money, name recognition, or another way to appear viable will have fewer campaign donations and will be less competitive against the incumbent.
Campaign Finance Laws
In the 2012 presidential election cycle, candidates for all parties raised a total of over $1.3 billion dollars for campaigns. Congressional candidates running in the 2014 Senate elections raised $634 million, while candidates running for the House of Representatives raised $1.03 billion. This, however, pales in comparison to the amounts raised by political action committees (PACs), which are organizations created to raise and spend money to influence politics and contribute to candidates’ campaigns. In the 2014 congressional elections, PACs raised over $1.7 billion to help candidates and political parties. How does the government monitor the vast amounts of money that are now a part of the election process?
The history of campaign finance monitoring has its roots in a federal law written in 1867, which prohibited government employees from asking Naval Yard employees for donations. In 1896, the Republican Party spent about $16 million overall, which includes William McKinley’s $6–7 million campaign expenses. This raised enough eyebrows that several key politicians, including Theodore Roosevelt, took note. After becoming president in 1901, Roosevelt pushed Congress to look for political corruption and influence in government and elections. Shortly after, the Tillman Act (1907) was passed by Congress, which prohibited corporations from contributing money to candidates running in federal elections. Other congressional acts followed, limiting how much money individuals could contribute to candidates, how candidates could spend contributions, and what information would be disclosed to the public.
While these laws intended to create transparency in campaign funding, the government did not have the power to stop the high levels of money entering elections, and little was done to enforce the laws. In 1971, Congress again tried to fix the situation by passing the Federal Election Campaign Act (FECA), which outlined how candidates would report all contributions and expenditures related to their campaigns. The FECA also created rules governing the way organizations and companies could contribute to federal campaigns, which allowed for the creation of political action committees. Finally, a 1974 amendment to the act created the Federal Election Commission (FEC), which operates independently of government and enforces the elections laws.
While some portions of the FECA were ruled unconstitutional by the courts in Buckley v. Valeo (1976), such as limits on personal spending on campaigns by candidates not using federal money, the FEC began enforcing campaign finance laws in 1976. Even with the new laws and the FEC, money continued to flow into elections. By using loopholes in the laws, political parties and political action committees donated large sums of money to candidates, and new reforms were soon needed.
Senators John McCain (R-AZ) and Russ Feingold (former D-WI) cosponsored the Bipartisan Campaign Reform Act of 2002 (BCRA), also referred to as the McCain–Feingold Act. McCain–Feingold restricts the amount of money given to political parties, which had become a way for companies and PACs to exert influence. It placed limits on total contributions to political parties, prohibited coordination between candidates and PAC campaigns, and required candidates to include personal endorsements on their political ads. It also limited advertisements run by unions and corporations thirty days before a primary election and sixty days before a general election.
Soon after the passage of the McCain–Feingold Act, the FEC’s enforcement of the law spurred court cases challenging it. The first, McConnell v. Federal Election Commission (2003), resulted in the Supreme Court’s upholding the act’s restrictions on how candidates and parties could spend campaign contributions. But later court challenges led to the removal of limits on personal spending and ended the ban on ads run by interest groups in the days leading up to an election. In 2010, the Supreme Court’s ruling on Citizens United v. Federal Election Commission led to the removal of spending limits on corporations funding independent political broadcasts. Justices in the majority argued that the BCRA violated a corporation’s free speech rights.
The court ruling also allowed corporations to place unlimited money into super PACs, or Independent Expenditure-Only Committees. These organizations cannot contribute directly to a candidate, nor can they strategize with a candidate’s campaign. They can, however, raise and spend as much money as they please to support or attack a candidate, including running advertisements and hosting events. In 2012, the super PAC “Restore Our Future” raised $153 million and spent $142 million supporting conservative candidates, including Mitt Romney. “Priorities USA Action” raised $79 million and spent $65 million supporting liberal candidates, including Barack Obama. The total expenditure by super PACs alone was $609 million in the 2012 election and $345 million in the 2014 congressional elections.
Several limits on campaign contributions have been upheld by the courts and remain in place. Individuals may contribute up to $2,700 per candidate per election. This means a teacher living in Nebraska may contribute $2,700 to Bernie Sanders for his campaign to become to the Democratic presidential nominee, and if Sanders becomes the nominee, the teacher may contribute another
$2,700 to his general election campaign. Individuals may also give $5,000 to political action committees and $33,400 to a national party committee. PACs that contribute to more than one candidate are permitted to contribute $5,000 per candidate per election and up to $15,000 to a national party. PACs created to give money to only one candidate are limited to only $2,700 per candidate, however. The amounts are adjusted every two years, based on inflation. These limits are intended to create a more equal playing field for the candidates so that candidates must raise their campaign funds from a broad pool of contributors.
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References and Further Reading
"2012 Presidential Campaign Finance." (November 10, 2015).
"2014 House and Senate Campaign Finance." (November 12, 2015).
"Political Action Committees. ”(November 12, 2015).
Scott and Mullen, "Thirty Year Report."
Buckley v. Valeo, 424 U.S. 1 (1976).
S.27 - Bipartisan Campaign Reform Act of 2001
Citizens United v. FEC, 558 U.S. 310 (2010).
"Citizens United v. Federal Election Commission" (November 11, 2015).
"Independent Expenditure-Only Committees." (November 11, 2015).
"2012 Outside Spending, by Super PAC." (May 15, 2016).
"Contribution Limits for the 2015–2016 Federal Elections [PDF]." (November 11, 2015).
"The Cost of Winning a House and Senate Seat, 1986–2014." (May 15, 2016).
Political Fundraisers: What You Need to Know. A Guide for Candidates, Officers, and Political Committees [PDF]. Texas Ethics Commission. September 20, 2018.
Licensing and Attribution
CC LICENSED CONTENT, SHARED PREVIOUSLY
American Government. Authored by: OpenStax. Provided by: OpenStax; Rice University. Located at: https://cnx.org/contents/W8wOWXNF@12.1:Y1CfqFju@5/Preface License: CC BY: Attribution. License Terms: Download for free at http://cnx.org/contents/9e28f580-0d1b-4d72-8795-c48329947ac2@1.
Adaption and Remix, and Original Content. Authored by: Deborah Smith Hoag. Provided by: Austin Community College. Located at: http://austincc.edu Project: Achieving the Dream Grant. License: CC BY: Attribution
Adaptation and Remix: Political Campaigns: Fundraising and Finance Laws Authored by: John Osterman. License: CC BY: Attribution
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oercommons
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2025-03-18T00:35:12.702701
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05/05/2020
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"title": "Texas Government 2.0, Elections and Campaigns in Texas, Political Campaigns: Fundraising and Finance Laws",
"author": "Kris Seago"
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https://oercommons.org/courseware/lesson/66313/overview
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Glossary
Overview
Glossary
Glossary: Elections and Campaigns in Texas
blanket primary: A primary in which the ballot is not restricted to candidates from one party
campaign: the efforts of candidates to secure positions in the government or the efforts to get policy matters adopted
caucus: a form of candidate nomination that occurs in a town-hall style format rather than a day-long election; usually reserved for presidential elections
closed primary: a primary election in which only registered members of a particular political party can vote.
coattail effect: the result when a popular presidential candidate helps candidates from his or her party win their own elections
delegates: party members who are chosen to represent a particular candidate at the party’s state- or national-level nominating convention
district system: the means by which electoral votes are divided between candidates based on who wins districts and/or the state
election: the process by which government officials are selected and matters of policy are determined
electoral college: the constitutionally created group of individuals, chosen by the states, with the responsibility of formally selecting the next U.S. president
general election: the election in which voters cast ballots to select public officials
gerrymandering: the drawing of district lines to guarantee a desired electoral outcome
incumbency advantage: the advantage held by officeholders that allows them to often win reelection
incumbent: the current holder of a political office
midterm elections: the congressional elections that occur in the even-numbered years between presidential election years, in the middle of the president’s term
nonpartisan blanket primary. A primary in which the ballot is not restricted to candidates from one party, where the top two candidates advance to the general election regardless of party affiliation
open primary: a primary election in which any registered voter can participate in the contest, regardless of party affiliation
platform: the set of issues important to the political party and the party delegates
political action committees (PACs): organizations created to raise money for political campaigns and spend money to influence policy and politics
primary election: a ballot vote in which citizens select a party's nominee for the general election
Raiding: occurs when voters of one party cross over and vote in the primary of another party, effectively allowing a party to help choose its opposition’s candidate.
runoff primary: a second primary election held between the two candidates who received the most votes in the primary election if no candidate in the first primary election had received a majority
shadow campaign: a campaign run by political action committees and other organizations without the coordination of the candidate
special elections: an election that is not held on a regularly scheduled basis. In
Texas, a special election is called to ratify amendments to the Texas Constitution, fill a vacancy in a public office, or give approval for the state government to borrow money.
straight-ticket voting: the practice of voting only for candidates from the same party
super PACs: officially known as Independent Expenditure-Only Committees; organizations that can fundraise and spend as they please to support or attack a candidate but not contribute directly to a candidate or strategize with a candidate’s campaign
top-two primary: a primary election in which the two candidates with the most votes, regardless of party, become the nominees for the general election
winner-take-all system: all electoral votes for a state are given to the candidate who wins the most votes in that state
References and Further Reading
Hershey, Marjorie Randon (2007). Party Politics in America 12th ed. Longman Classics in Political Science. Pages 110-111
Licensing and Attribution
CC LICENSED CONTENT, ORIGINAL
Elections and Campaigns in Texas: Glossary. Authored by: John Osterman. License: CC BY: Attribution.
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oercommons
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2025-03-18T00:35:12.729403
|
05/05/2020
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"title": "Texas Government 2.0, Elections and Campaigns in Texas, Glossary",
"author": "Kris Seago"
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https://oercommons.org/courseware/lesson/74444/overview
|
Story Elements and Themes
Book Trailers: Digital Storytelling Project
Overview
In this extended digital storytelling project, students will create a book trailer video for a favourite book. This can be used with grades 4 through 9 and may be spread out over 8 to 16 class sessions.
This project leverages students’ familiarity with movie trailers and motivation for videos to encompass multiple curricular goals. The emphasis is on an iterative and extended process to create an authentic, public product students can be proud of.
This instructional plan is intended for use with Chromebooks and Google Classroom, but could be easily adapted for use with any number of other video creation or digital storytelling tools.
Overview
This project is designed to be integrated into English Language Arts units encompassing several weeks. Each step in the project may take one or several class sessions, depending on students’ familiarity with the technology and the level of individual support necessary.
Image credit: "Movie Theater" by roeyahram is licensed under CC BY-NC-ND 2.0
Step 1: Know What You Want
This step will introduce the book trailer project by scaffolding on students’ familiarity with movie trailers, providing some examples of what their finished products should look like, and co-creating an evaluation checklist or rubric.
This lesson may be completed in one or a few class sessions (optional activities provided).
Preparation and follow up (for teachers):
- Optional: Read “How to create the perfect trailer: 10 pro tips” by Creative Bloq
- Search for trailers to show in class
- Review existing evaluation rubrics/checklists and decide which criteria you will require on the rubric/checklist your class will develop together (i.e., what will you introduce if students don’t suggest it on their own). For example:
- http://www.readwritethink.org/files/resources/lesson-docs/30914TrailerChecklist.pdf (intended as a peer review activity)
- http://www.readwritethink.org/files/resources/lesson-docs/30914Rubric.pdf (intended as summative assessment)
Part A: Discuss movie trailers
- Show a movie teaser/trailer (or a few) of your choice or solicited from students.
- Lead a discussion to analyze this trailer and develop ideas about movie trailers in general--move from questions about what students liked/didn’t to questions about what purpose trailers serve and what elements they should include.
- Keep/display notes on this discussion to return to when developing the rubric.
Part B: Introduce book trailers
- Connect movie trailers to book trailers. Show a few book trailers from major publishers (ideally tailored to students’ interests) and lead a discussion analyzing them. This could also be done in small groups. For example:
- It’s a Book by Lane Smith: https://youtu.be/x4BK_2VULCU
- Wishes and Wellingtons by Julie Berry: https://youtu.be/MZRb8WZP0lU
- Crenshaw by Katherine Applegate: https://youtu.be/23bB4QtK68Q
- The Youngest Marcher by Cynthia Livinson; https://youtu.be/abNjmOAcAew
- Inside Out & Back Again by Thanhha Lai: https://youtu.be/X9A6ZrKYPvk
- Front Desk by Kelly Yang: https://youtu.be/--sDoefzSrY
- Tell students they will be creating their own book trailers. Show a few book trailers created by students. For example:
- Rules by Cynthia Lord: https://www.teachertube.com/videos/121334
- How to Survive Middle School by Donna Gephart: https://www.schooltube.com/media/t/1_m5llraq0
- Hatchet by Gary Paulsen https://youtu.be/DGFhKttEixI
Part C: Develop rubric
- Return to the notes from the discussion/analysis of movie trailers. Use this discussion to collaboratively develop a checklist or rubric for evaluating students’ own book trailers. For example, trailers should:
- tell a story primarily with dialogue/narrative and visuals (often with the familiar three-act structure)
- target a specific audience
- introduce main character(s)
- use music to set the tone
- give just enough details to generate interest
- Remember that while the goal is to encourage students to take ownership over their learning, you should have input for the rubric as well. You may want to incorporate considerations such as in-class time on task into students’ final project grade.
- Provide students with an approximate timeline for the project and let them know about any arrangements for sharing/presenting their trailers within the classroom or with the broader school/community (e.g., posted on a school website).
Follow-up:
- Edit/format the rubric/checklist, then post it on the class site. You may want to compare the co-created rubric with an existing one (for example, ) and adapt/tweak as necessary
- Optional: Record yourself (either video or audio) summarizing the rubric/checklist and how the class developed it. This could be used to update parents and/or to include/update absent students. You may also wish to include links to the movie/book trailers discussed in class.
Optional Extension Activities: Apply the rubric
- These activities are intended to generate more familiarity with and ownership over the collaboratively developed rubric. They could be completed as homework, in class, or as part of a blended/online strategy.
- Assign one of the options below and have students evaluate it using the checklist/rubric, then make a presentation to the class about it. This could be for either:
- a trailer from a favourite movie
or
- a favourite student-created book trailer from Bethel Park School District’s Library Commons.
- Students could also hold a debate or a vote (e.g., using Google Forms) to determine a class favourite.
Online and Blended options:
- This introductory lesson could be adapted for online or blended delivery. One way to do so is with a form/quiz that walks through the introduction (with links or embedded videos) and has students write (or record audio) responses to prompts. A blended approach could have students watch example trailers and work through a slide- or video-based presentation introducing the online/on their own, then develop the rubric/checklist in class.
Step 2: Read with Purpose
This step will help students select a book for their trailer and begin to think about their book trailer project in a low-stakes context. The deliverable for this lesson is a checklist for students to complete prior to the next step of the project.
Students will need to be really familiar with their book in order to be able to focus on the most interesting/dramatic elements for their trailers. The purpose of this part of the lesson is to generate interest in and ownership over the preparation process.
Options are provided for whether students are to select a favourite book or if they are to read a new book for this project.
Preparation:
- This project assumes that students will select works of fiction, but it can be adapted to non-fiction books if these are more aligned with students’ interests. In this case, you may wish to have them consider the elements of documentary film trailers and ways to generate interest from audiences not already familiar with the topic.
- Determine whether to allow either a favourite book they’ve already read or a book they have yet to read.
- Plan which resource to use for modelling the elements of a story
- Ensure all students have selected a book for their project.
Part A: Select a Book
- Students will select a book to make their book trailers on. You may wish to allow either a favourite book they’ve already read or a book they have yet to read. Encourage a broad range of possible books, including comic, non-fiction, or picture books. Students should have access to the books they select throughout the time they will be working on their trailers.
- To help students select a favourite book, you could have students write a list of three to five books they have read (e.g., most recent, top favourites, etc.), then cross out some based on interest, access, etc.
- For new books, you may wish to have students bring books from home or visit the school library.
- Pair students up as they select their books and have them interview each other about their selections. (Ideally this activity will serve as motivation for indecisive or unenthusiastic students, who may miss this if they take too long.) You may wish to provide worksheets or online forms with appropriate interview questions. Some prompts you may wish to use include:
- What is the book’s title?
- Who wrote the book?
- Why did you choose this book?
- (For favourite books) What was your favourite thing about this book?
- (For new books) What do you think this book will be about?
- Do you think I would like this book too?
- You may wish to have one or a few students talk about their book to the rest of the class and answer questions from other students.
Part B: Story Elements
- Lead a brainstorm on story elements by asking “When we are telling others about movies we’ve seen or books we’ve read, what kinds of details do we usually include?” (Alternatively, ask a talkative student to start talking about a favourite movie/book and identify these elements as they talk.)
- Teach a mini lesson on the elements of a story. You may have other resources, but here are a few ideas:
- Story Elements Song, Swick’s Classroom, https://youtu.be/m3WHmmYTHeE (This is aimed at younger learners, but is a catchy way to start the lesson!)
- The elements of a story, Khan Academy, https://youtu.be/Zr1xLtSMMLo
- Model working through the elements of a short story, book, or movie the class is already familiar with. Use the Story Elements and Themes worksheet as a template, stopping at theme.
- When you’ve answered “how does the story end,” stop to lead a discussion about the story’s theme. For example, you could ask, “Ok, we know the who, where, when, and what happened, but what is the story really about? What can we learn from it? What is the author trying to tell us with this story?”
- Teach a mini lesson on story themes.You may have other resources, but this video is aligned with the worksheet:
- Understanding theme, Khan Academy https://youtu.be/MAu3e5GZo4k
- For more on theme (optional):
- The HIDDEN message in Wall-E - Video Essay, Bryan Seeker, https://youtu.be/Jo5FKCQXDW0
- Developing theme, Khan Academy, https://youtu.be/D2FFijvA00I
- Return to the worksheet to discuss the questions related to the theme of your model story.
Homework: Read with Purpose
- Assign the Story Elements and Themes worksheet and explain that students are expected to use this to help focus their reading/reviewing.
- You may want to provide further context for students on why this is an important step. While they won’t reveal all these details in their book trailers, completing this worksheet will help them prepare for their book trailer project in a few ways: by aiding their understanding of the book as a whole, and by noting key details to use later (without having to constantly flip around in the book). In short, it will make their job of putting together the trailer much easier.
- For new books, set a deadline for students to finish reading and establish a plan for keeping students accountable. How long depends on how this project fits in the school year--this could be homework over a holiday break or integrated into other reading goals.
Step 3: Start with an Outline
In this step, students will start drafting their book trailers.
Students should complete their Story Elements and Themes worksheets prior to this lesson. You may wish to delay this lesson until all students have completed this worksheet.
Preparation:
- Integrate this step with instruction on the writing process, with an emphasis on preparation/planning and drafting.
Part A: Review the Story Elements and Themes worksheet
- Lead a discussion about the worksheet. Did students find it challenging to pinpoint the climax of the story? Did thinking about themes reveal anything new about the story or what the author was trying to say?
- Invite one or a few students to share their reflections on the themes of their books.
- Explain that the elements and themes of their stories will be the kinds of things they will want to highlight in their trailers.
Part B: Planning
- Review the collaboratively developed book trailer rubric/checklist to remind students of what they should be aiming for with their projects.
- Discuss the importance of planning (or prewriting) in the writing process. Highlight the difficulty of producing anything you can be proud of without preparation.
- Provide the Book Trailer Outline and discuss each element.
- Model working through the outline with a short story, book, or movie the class is already familiar with (e.g., the one used to model the Story Elements and Themes worksheet).
- While the focus is on writing at this stage, encourage students to also think about the kinds of visual and audio elements they might want to use (e.g., with doodles or notes about music/sound).
- Have students work through the Book Trailer Outline on their own.
- As students complete their outlines, pair them up to present their outlines to a partner. Encourage them to ask each other questions to clarify elements of their outlines. You may also wish to have one or a few students share their plans with the class so you can model constructive feedback.
Homework:
- Ensure all students complete the Book Trailer Outline worksheet and are prepared to move onto the next step of the project.
Step 4: Draft and Storyboard
Students will start working in Google Slides to turn their outline into a draft script and storyboard, jotting down general ideas for visual elements on the slides and developing their scripts in the speaker notes.
Ideally, students will submit their Book Trailer Outline worksheets prior to this lesson. You may wish to delay this lesson until all students have completed this worksheet.
Preparation:
- Get familiar with Google Slides to help students troubleshoot. Shorter videos intended for students are offered within the lesson, but here is a longer one to help prepare in advance:
- Complete Beginner’s Guide to Google Slides [2020]: https://youtu.be/OhshNXJtpkE
Part A: Introduction to Storyboards
- Lead a brief discussion about scripts and storyboards as essential components of visual storytelling (including movies, movie trailers, book trailers, and all kinds of videos). Emphasize the iterative process: good videos aren’t magic, they’re a result of hard work, especially planning, revising, and tweaking.
- Introduce a simplified version of storyboarding, which for the purposes of this lesson is jotting down in a very simplified way ideas for how the visual elements will unfold. The following video could be used to help introduce this concept:
- Storyboard Short Film, Joel Mayers: https://youtu.be/yRIUvSwtbDI
- Explain that students will also be developing their scripts at the same time as the storyboard--they’ll need to think about how the narration and images will work together.
Part B: Orientation to Google Slides
- What level of instruction is required will depend on how familiar students are with Google tools in general and Slides in particular. This step assumes students are somewhat familiar with working in Google tools but haven’t worked much in Google Slides.
- Provide some general orientation to the main features of Google Slides. The following videos may be useful:
- Google Slides Tips for Kids by Kids https://youtu.be/C6Z5E980l30
- Intro to Google Slides for Kids: https://youtu.be/Ioog1IyDuRE
- Google Slides for Kids: https://youtu.be/lfpneIqnXTE
- If students aren’t already familiar with Google tools, there are additional videos from this channel for some more basic skills in this playlist (includes some general online skills/rules for kids): https://www.youtube.com/playlist?list=PLGSmqAFzqiEkbWdHMRf7uMbKCjfW9kHc9
- Walk students through the following steps:
- Create a new project, give it a name, and start adding slides.
- Demonstrate techniques for adding some very rough ideas for visuals
- Write notes in a textbox
- Use the scribble drawing tool to sketch ideas (from toolbar or Insert > Line > Scribble)
or
- Open speaker notes to draft a script for narration (View > Show speaker notes)
Part C: Work and Share
- Have students work on their storyboards and scripts. This may take more than one class session or be partially assigned as homework.
- Keep the following in mind as students work:
- The emphasis should be more on the script than the visuals at this point. Reassure students that they’ll have a chance to make it look great once they have a solid script.
- Encourage students to practice reading their scripts out loud and to continue revising until they are happy with how it sounds.
- This project assumes students will record narration, but this isn’t strictly necessary. Students may opt for using text only--in this case they should pay extra attention to correct spelling, grammar, and punctuation, as well as appropriate pacing.
- Keep the following in mind as students work:
- As students complete their scripts and storyboards, pair them up to present their work to a partner. Encourage them to ask each other questions to clarify elements of their scripts. You may also wish to have one or a few students share their work with the class so you can model constructive feedback.
Step 5: Add Images
Students will look for or create images to develop the visual elements of their book trailers.
This step assumes students’ final book trailers will be posted online, which means extra care should be taken to ensure they are not infringing copyright. It may not be necessary to go into such detail about copyright and Creative Commons if the students’ work won’t be shared publicly. Nonetheless, this step of the project provides an opportunity to develop increasingly essential skills for navigating intellectual property online.
Preparation:
- If you’re not already familiar with copyright and Creative Commons, read the following:
- The Ultimate Guide to Copyright, Fair Use, and Creative Commons for Educators, by Kathleen Morris, Sue Waters, and Ronnie Burt: https://www.theedublogger.com/copyright-fair-use-and-creative-commons/
- The most relevant portion for this step of the project is Finding Creative Commons Images: https://www.theedublogger.com/copyright-fair-use-and-creative-commons/#Finding-Creative-Commons-Images
- The Ultimate Guide to Copyright, Fair Use, and Creative Commons for Educators, by Kathleen Morris, Sue Waters, and Ronnie Burt: https://www.theedublogger.com/copyright-fair-use-and-creative-commons/
Part A: Creating Your Own Images
- Some students may be motivated to create their own drawings, animations, or designs for their trailers. You may wish to demonstrate a few of the following techniques:
- Freehand using Scribble tool (with more precision than the initial sketches).
- How to add freehand drawings to Google Slides: https://youtu.be/E4R3kPpTgys
- Freehand using Scribble tool (with more precision than the initial sketches).
- Create a Google Drawing then insert this into a slide:
- How to insert a Google Drawing into Google Slides: https://youtu.be/HbsvFyzj6cs
- For students who like the idea of drawing but aren’t great artists, AutoDraw is a neat tool that uses AI to offer relevant drawings based on a rough sketch. Images developed in AutoDraw are downloaded as a .png file, which can then be inserted into a slide (Insert > Image > Upload from computer).
- AutoDraw: https://www.autodraw.com/ (no sign-in required)
- Many elements (e.g., textbox, drawing, shape, etc.) can be animated (e.g., fade in/out, spin. etc.). Right click on the element, then select Animate.
- Google Slides: Adding Animation: https://youtu.be/H2zAx21LxOY
- It is possible to create flip book style animations using Google Slides. This requires patient work but some students may find it motivating. The following videos may be useful if you wish to introduce this as an option:
- For a glimpse of what is possible at the upper end of animation with Slides, see Google Demo Slam: Epic Docs Animation: https://youtu.be/bt9F7tKcZcU
- For a look at a much more achievable project might look like, see Simple snowman animation example: https://youtu.be/p4VyhyCHIAQ
- For step by step instructions, see Get Animating!! FUN With Google Slides: https://youtu.be/zlLl5QXzNvg
Part B: Finding Images
- Teach a short lesson on copyright and Creative Commons, emphasizing the need to check whether an image can be used and the importance of giving credit. The following videos may be helpful:
- Creative Commons for Kids: https://youtu.be/GHmQ8euNwv8
- Copyright & Creativity has several videos available for different grade levels: https://www.youtube.com/channel/UCMObn372kN0Z3ANk9A7CtuQ
- Have students add a credits slide to the end of their project. As they search for images, they should be adding notes about and links to the images they use.
- Although there is a simple way to add images directly into a slide (Insert > Image > Search the web), discourage using this as it is difficult to track down image sources to ensure they are licensed appropriately. Instead, demonstrate searching for images that are either in the public domain or with a Creative Commons license using one or more of the following sites (or similar, as appropriate):
- Google image search using Creative Commons license filter
- Creative Commons
- Wikimedia Commons
- Pics4Learning
Part C: Work and Share
- Have students work on either creating or finding images (or both). This will likely take more than one class session or be partially assigned as homework.
- Keep the following in mind as students work:
- Establish clear guidelines for searching for images to ensure students stay on task.
- Students who love to draw on paper could take pictures of their work or have them scanned.
- You may wish to review students’ work before moving onto the next step of the project to ensure images are appropriate and properly credited.
- Keep the following in mind as students work:
- As students make progress with their visuals, pair them up to present their work to a partner. Encourage them to ask each other questions and provide constructive feedback.
Step 6: Add Music
Students will find appropriate music and add it to their projects.
Preparation:
- Students should have headphones for this part of the project.
- Familiarize yourself with both searching for appropriate music/sound effects and adding audio to Google Slides.
- Tricia Goss, How to Add Music to Google Slides: https://www.lifewire.com/how-to-add-music-to-google-slides-4584603
Part A: Find Audio
- Lead a brief discussion about the role of music and sound effects in creating the mood for their trailers. You may wish to watch a movie trailer with no sound to consider the impact the music has on the viewer.
- Have students review the notes about mood they made on the Book Trailer Outline, consider whether their plans have changed, and refine their plan for what kind of music (and potentially sound effects) they will be looking for.
- Revisit the copyright and Creative Commons content from the previous step, as a refresher and a reminder that they must only use music that allows for use without permission.
- Demonstrate searching for music or sound effects that are either in the public domain or with a Creative Commons (or similar) license using one or more of the following sites (or similar, as appropriate):
- Free Music Archive: https://freemusicarchive.org/search Most songs are licensed with Creative Commons (the license for specific tracks will appear when the track is downloaded).
- SoundBible.com: http://soundbible.com/ This is a great source of sound effects, all either in the public domain or licensed as CC-BY.
- Bensound: https://www.bensound.com/ While some songs are only for purchase, the free downloads are available for use with attribution (similar to CC-BY but restricted to video projects).
- Demonstrate how to add attribution information to the credits slide at the end of their presentation.
Part B: Add Music to Presentation
- Demonstrate how to add audio files to Google Slides. These steps assume they will be using one music track for the full video but can be adapted for adding sound effects or additional tracks.
- Upload the file (preferably .mp3) to their Google Drive.
- In Google Slides, on the first slide of the presentation, go to Insert> Add Audio, then select the file.
- Right click on the audio icon, then select Format options.
- Under Audio playback, adjust the settings. To have background music for the full video: select Start playing > Automatically, lower the volume to about half, select Hide icon while presenting, and deselect Stop on slide change
Step 7: Finishing Touches
Students will finalize their presentation and record it as a video.
Preparation:
- Determine which screen recording program to use and familiarize yourself with it.
- Assuming students are working on Chromebooks, the following Chrome extensions are an option:
- Screencastify - Screen Video Recorder: https://chrome.google.com/webstore/detail/screencastify-screen-vide/mmeijimgabbpbgpdklnllpncmdofkcpn?hl=en
- Recommended, as the free version includes some editing tools and can export to Google Drive or as an mp4. Downside is it requires signing in with Google account.
- Help and resources: https://learn.screencastify.com/hc/en-us/categories/360003891314-Record
- Nimbus Screenshot & Screen Video Recorder: https://chrome.google.com/webstore/detail/nimbus-screenshot-screen/bpconcjcammlapcogcnnelfmaeghhagj/related?hl=en
- Doesn’t require sign in but no editing available with free version. The file that is downloaded will need to be converted to mp4--this can be done using a free online video converter (e.g., https://convert-video-online.com/)
- Screencastify - Screen Video Recorder: https://chrome.google.com/webstore/detail/screencastify-screen-vide/mmeijimgabbpbgpdklnllpncmdofkcpn?hl=en
- Windows and Macs have built-in screen recorders.
- Assuming students are working on Chromebooks, the following Chrome extensions are an option:
Part A: Finalize Script and Practice
- Have students practice their narration while presenting their project. Speakers notes are available when in Presenter mode, but you may wish to have them write out or print their script in hardcopy.
- Provide time to complete any remaining tweaks to their presentations (e.g., timing, images, animations, etc.).
Part B: Record Video
- Walk students through how to add the
- Demonstrate how to use the screen recorder to record their presentations as videos.
- Record from the browser tab while presenting the slide (or from the published link); make sure it is set to record the tab audio.
- Have students submit their final work.
Less-Great Option: Add Narration to Slides
- If it isn’t possible to have students download Chrome extensions, it is possible to record the narration separately and add it in the same way the music is added. The end product isn’t quite a video, but it’s close.
- Use a free online voice recorder to record the narration (e.g., https://online-voice-recorder.com/).
- Upload the file to Google Drive.
- In Google Slides, Insert > Audio, and set to play automatically.
- Test the presentation to determine the best possible timing for slides (it needs to be uniform).
- File > Publish to the web -- set the timing for the slides.
- Use the link to preview and share. Refresh the link to view any changes made after publishing.
Step 8: Show Off and Reflect
Students will share their book trailers with the class and, potentially, prepare to share them more broadly.
If you have made any arrangements to share students’ work outside of class (e.g., on a school website, in a school-wide presentation, etc.), adapt this step to incorporate these plans.
Screening Party
- Celebrate students’ achievements with a screening party in class. Encourage students to cheer/clap for each video. You may wish to have students present their work and answer questions from others (like a filmmakers’ Q&A).
- After screening all student projects, have students self-evaluate their own projects with the collaboratively developed rubric/checklist from Step 1. You may wish to include some additional questions about their favourite/least favourite part of the project, which of their classmates’ trailers was their favourites/made them want to read the book, and what kinds of books they plan to read next.
|
oercommons
|
2025-03-18T00:35:12.841962
|
English Language Arts
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74444/overview",
"title": "Book Trailers: Digital Storytelling Project",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/107327/overview
|
School-Based OT & PT Manual
Overview
The following included resources are for both OTs and PTs regarding their individual workload rating guidelines. Each of these guidelines can be downloaded directly from this resource in both .doc and .pdf formats.
Higher priority: At the beginning of the year, discuss with the new therapist that IEP minutes are written for the IEP year and not the school year.
Lower priority: Revisit the resources related to workload rating guidelines as well as district/program guidance related to indicating IEP minutes once the therapist has established their caseload.
School-Based OT & PT Manual
The included resource is for both OTs and PTs regarding their individual workload rating guidelines.
Higher priority: At the beginning of the year, discuss with the new therapist that IEP minutes are written for the IEP year and not the school year.
Lower priority: Revisit the resources related to workload rating guidelines as well as district/program guidance related to indicating IEP minutes once the therapist has established their caseload.
|
oercommons
|
2025-03-18T00:35:12.865676
|
08/01/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107327/overview",
"title": "School-Based OT & PT Manual",
"author": "Nathaniel Baniqued"
}
|
https://oercommons.org/courseware/lesson/128366/overview
|
Active Watching Process
Overview
An adaptation of the Active Reading Process for watching educationally focused video content. The resource is positioned to be flexible enough that it could be used by learners utilizing resources like LinkedIn Learning software tutorials, CS50x video lectures, Khan academy resources, or other educational video based resources.
An adaptation of the Active Reading Process for watching educationally focused video content. The resource is positioned to be flexible enough that it could be used by learners utilizing resources like LinkedIn Learning software tutorials, CS50x video lectures, Khan academy resources, or other educational video based resources.
|
oercommons
|
2025-03-18T00:35:12.882995
|
03/11/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/128366/overview",
"title": "Active Watching Process",
"author": "Daniel Vedamuthu"
}
|
https://oercommons.org/courseware/lesson/128393/overview
|
Introduction to Equestrian Instruction Vs. Coaching
Overview
Introduction to Equestrian Instruction Vs. Coaching; this is an undergraduate course developed by Cj Holthaus as part of a Masters in Equestrian Education at William Woods University.
Equestrian Instruction Vs. Coaching: Syllabus
The Vinegar Horse Activity is a ground-skills exercise aimed at enhancing a rider's balance, rein contact, and body awareness through controlled movements. Riders hold the reins lightly while standing on the ground, simulating riding connection. Instructors provide feedback on hand position and responsiveness to help riders develop effective rein aids. A handout with a QR code links to a video lecture and demonstration, enabling students to review key concepts and practice independently. This resource supports skill development both in and outside of class through visual and practical learning.
This activity is part of an "Equestrian Instruction Vs. Coaching" course provides an in-depth exploration of coaching methodologies specific to equestrian sports. Students will develop skills in coaching pedagogy, equine athlete management, rider biomechanics, and team leadership. Emphasis is placed on communication, ethics, and psychological aspects of coaching equestrian athletes in various disciplines. The course includes practical coaching applications, case studies, and opportunities for field experience.
*Author Note*
This content was independently generated by Cj Holthaus, owner of The Bleu Barn in Maryville, Missouri, for graduate coursework in Equestrian Education MEd at William Woods University. It reflects my academic research and instructional design at that time. While informed by best practices and scholarly sources, it may not represent the latest research or institutional policies. Please use it as reference material with this context in mind.
Syllabus
This work-in-progress syllabus was uploaded 3/12/2025 and the hyperlink below reflects updates to the project though 08/31/2025.
https://canvas.instructure.com/courses/11399791/assignments/syllabus
Module 1: Foundations of Equestrian Coaching
Week 1: Introduction to Coaching & Course Expectations
- Course overview & syllabus
- Introduction to coaching vs. instructing
- Threaded discussion: "What makes a great coach?"
- Assignment:
Week 2: Coaching Theory & Rider Development Models
- Growth stages of equestrian athletes
- Powerpoint Link (Lecture Topics) (Lecture Topics on Slide #2)
- Rider biomechanics & movement analysis basics
- Powerpoint Link (Lecture Topics) (Lecture Topics on Slide #2)
- Threaded discussion: "What should an equestrian coach prioritize?"
- Assignment: Short quiz on coaching methodologies
Week 3: SafeSport & Ethics in Coaching
- Understanding SafeSport policies & equestrian coaching ethics
- Powerpoint Link (Lecture Topics) (Lecture Topics on Slide #2)
- Case studies on coaching misconduct
- Guest Speaker (if possible) from a governing body (USEF, USHJA, etc.)
- Assignment: Coaching Misconduct Case Study
Week 4: Risk Management & Concussion Testing in Equestrian Sports
- Risk management in coaching: liability, safety protocols
- Powerpoint Link (Lecture Topics) (Lecture Topics on Slide #2)
- Concussion testing protocols (Return-to-ride guidelines)
- Powerpoint Link (Lecture Topics) (Lecture Topics on Slide #2)
- Assignment: Research concussion policies in different sport & equestrian disciplines
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oercommons
|
2025-03-18T00:35:12.908571
|
Cj Holthaus
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/128393/overview",
"title": "Introduction to Equestrian Instruction Vs. Coaching",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/122280/overview
|
ESL Speaking Lesson for Beginners: Daily Routine
Overview
All the vocabulary phrases introduced in this beginner ESL lesson (WIDA: Entering) are related to familiar everyday actions: get up, take a shower, get dressed, have breakfast, brush (one’s) teeth, go to the bus stop, get home, have dinner, play video games, watch TV, do (one’s) homework, wash the dishes. When introducing these phrases, remember to refer to the related images to provide context clues.
This lesson also includes the three basic prepositions of time: at, in, and on.
Overall, this ESL lesson includes plenty of matching exercises, read and repeats, role-playing, open-ended discussion, etc., to familiarize beginner students with the content and keep them engaged.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!
All the vocabulary phrases introduced in this beginner ESL lesson (WIDA: Entering) are related to familiar everyday actions: get up, take a shower, get dressed, have breakfast, brush (one’s) teeth, go to the bus stop, get home, have dinner, play video games, watch TV, do (one’s) homework, wash the dishes. When introducing these phrases, remember to refer to the related images to provide context clues.
This lesson also includes the three basic prepositions of time: at, in, and on.
Overall, this ESL lesson includes plenty of matching exercises, read and repeats, role-playing, open-ended discussion, etc., to familiarize beginner students with the content and keep them engaged.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!
|
oercommons
|
2025-03-18T00:35:12.927997
|
11/29/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122280/overview",
"title": "ESL Speaking Lesson for Beginners: Daily Routine",
"author": "Christine Chan"
}
|
https://oercommons.org/courseware/lesson/122278/overview
|
Foundational Literacy LS.1.3: Consonants 1
Overview
This downloadable foundational literacy lesson plan is great for newcomers who have just arrived.
Objective: Introduce bilabial, labiodental, dental, and alveolar consonants.
Can-do: At the end of this lesson, students can distinguish between bilabial, labiodental, dental, and alveolar consonants and produce an anchor word for each.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!This downloadable foundational literacy lesson plan is great for newcomers who have just arrived.
Objective: Introduce bilabial, labiodental, dental, and alveolar consonants.
Can-do: At the end of this lesson, students can distinguish between bilabial, labiodental, dental, and alveolar consonants and produce an anchor word for each.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!
|
oercommons
|
2025-03-18T00:35:12.946838
|
11/29/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122278/overview",
"title": "Foundational Literacy LS.1.3: Consonants 1",
"author": "Christine Chan"
}
|
https://oercommons.org/courseware/lesson/121941/overview
|
Speaking for Newcomers S106 - Countries
Overview
This speaking lesson on countries (WIDA: Emerging) is great for getting students talking, whilst helping them feel represented and valued in the classroom.
Objectives: Introduce vocabulary to describe countries.
Can do: At the end of the lesson, students can ask and answer simple questions about countries.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!
This speaking lesson on countries (WIDA: Emerging) is great for getting students talking, whilst helping them feel represented and valued in the classroom.
Objective: Introduce vocabulary to describe countries.
Can do: At the end of the lesson, students can ask and answer simple questions about countries.
To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register
|
oercommons
|
2025-03-18T00:35:12.965570
|
11/14/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121941/overview",
"title": "Speaking for Newcomers S106 - Countries",
"author": "Christine Chan"
}
|
https://oercommons.org/courseware/lesson/123227/overview
|
Exercício 19
Overview
PF
Integrantes
Aline Sassova (líder)
Belchior (Analistq)
Lukeny Miguel (Programador)
Octávio Muhongo (Redadador)
19-Escreve o processamento dos 17 algoritmos estudados e publique na plataforma OER.
Exercício 1
#include <stdio.h>
int main() {
int diasParaEleicoes;
printf("Digite o número de dias restantes para as eleições americanas: ");
scanf("%d", &diasParaEleicoes);
printf("Faltam %d dias para as eleições americanas.\n", diasParaEleicoes);
return 0;
}
Exercício 2
#include <stdio.h>
int main() {
int anoAtual, proximoAno;
printf("Digite o ano atual: ");
scanf("%d", &anoAtual);
proximoAno = anoAtual + 1;
printf("O próximo ano será %d.\n", proximoAno);
return 0;
}
Exercício 3
#include <stdio.h>
int main() {
int numEstudantes, soma = 0, nota, i;
printf("Digite o número de estudantes: ");
scanf("%d", &numEstudantes);
for (i = 0; i < numEstudantes; i++) {
printf("Digite a nota do estudante %d: ", i + 1);
scanf("%d", ¬a);
soma += nota;
}
printf("O somatório das notas é: %d\n", soma);
return 0;
}
Exercício 4
#include <stdio.h>
int main() {
char estado[50];
printf("Digite o nome do seu estado americano: ");
scanf("%s", estado);
printf("O estado americano digitado é: %s\n", estado);
return 0;
}
Exercício 5
#include <stdio.h>
int main() {
int idade, numeroEleitor;
float salario;
printf("Digite sua idade: ");
scanf("%d", &idade);
printf("Digite seu número de eleitor: ");
scanf("%d", &numeroEleitor);
printf("Digite seu salário (caso seja trabalhador): ");
scanf("%f", &salario);
if (idade > 18) {
printf("Você é elegível para votar.\n");
} else {
printf("Você não é elegível para votar.\n");
}
return 0;
}
Exercício 6
#include <stdio.h>
int main() {
float votosTrump, votosKamala, totalVotos;
printf("Digite o número de votos para Trump: ");
scanf("%f", &votosTrump);
printf("Digite o número de votos para Kamala: ");
scanf("%f", &votosKamala);
totalVotos = votosTrump + votosKamala;
if (votosTrump / totalVotos > 0.5) {
printf("Trump venceu as eleições.\n");
} else if (votosKamala / totalVotos > 0.5) {
printf("Kamala venceu as eleições.\n");
} else {
printf("Nenhum candidato atingiu a maioria dos votos.\n");
}
return 0;
}
Exercício 7
#include <stdio.h>
int main() {
float votosTrump, votosKamala, votosIndependente, totalVotos;
printf("Digite o número de votos para Trump: ");
scanf("%f", &votosTrump);
printf("Digite o número de votos para Kamala: ");
scanf("%f", &votosKamala);
printf("Digite o número de votos para o Candidato Independente: ");
scanf("%f", &votosIndependente);
totalVotos = votosTrump + votosKamala + votosIndependente;
if (votosTrump / totalVotos > 0.5) {
printf("Trump venceu as eleições.\n");
} else if (votosKamala / totalVotos > 0.5) {
printf("Kamala venceu as eleições.\n");
} else if (votosIndependente / totalVotos > 0.5) {
printf("O Candidato Independente venceu as eleições.\n");
} else {
printf("Nenhum candidato atingiu a maioria dos votos.\n");
}
return 0;
}
Exercício 8
#include <stdio.h>
int main() {
float salarioGelson = 350000.0, salarioRita;
salarioRita = salarioGelson * 0.75;
printf("Salário do Gelson: %.2f Kz\n", salarioGelson);
printf("Salário da Rita: %.2f Kz\n", salarioRita);
if (salarioGelson > salarioRita) {
printf("Gelson ganha mais.\n");
} else {
printf("Rita ganha mais.\n");
}
return 0;
}
Exercício 9
#include <stdio.h>
int main() {
float salarioBase = 350000.0, bonus = 0.05, salarioFinal;
char estadoCivil;
printf("Digite o estado civil (S para solteiro, C para casado): ");
scanf(" %c", &estadoCivil);
if (estadoCivil == 'C' || estadoCivil == 'c') {
salarioFinal = salarioBase + (salarioBase * bonus);
} else {
salarioFinal = salarioBase;
}
printf("O salário final é: %.2f Kz\n", salarioFinal);
return 0;
}
Exercício 10
#include <stdio.h>
int main() {
int a, b, resultado;
char operador;
printf("Digite uma operação no formato 'a operador b' (exemplo: 5 + 3): ");
scanf("%d %c %d", &a, &operador, &b);
switch (operador) {
case '+':
resultado = a + b;
break;
case '-':
resultado = a - b;
break;
case '*':
resultado = a * b;
break;
case '/':
if (b != 0) {
resultado = a / b;
} else {
printf("Erro: divisão por zero.\n");
return 1;
}
break;
default:
printf("Operador inválido.\n");
return 1;
}
printf("Resultado: %d\n", resultado);
return 0;
}
Exercício 11
#include <stdio.h>
int main() {
int votosGrupo[12] = {0}, i, totalVotos = 0;
int grupo, voto;
printf("Digite os votos dos eleitores (1 a 12 para os grupos, 0 para finalizar):\n");
while (1) {
scanf("%d", &voto);
if (voto == 0) break;
if (voto >= 1 && voto <= 12) {
votosGrupo[voto - 1]++;
totalVotos++;
} else {
printf("Voto inválido! Digite novamente.\n");
}
}
printf("Resultados provisórios:\n");
for (i = 0; i < 12; i++) {
printf("Grupo %d: %d votos\n", i + 1, votosGrupo[i]);
}
printf("Total de votos: %d\n", totalVotos);
return 0;
}
Exercício 12
#include <stdio.h>
int main() {
int estados[5][5], i, j;
printf("Digite os dados da matriz de estados (5x5):\n");
for (i = 0; i < 5; i++) {
for (j = 0; j < 5; j++) {
printf("Estado[%d][%d]: ", i, j);
scanf("%d", &estados[i][j]);
}
}
printf("\nMatriz de Estados:\n");
for (i = 0; i < 5; i++) {
for (j = 0; j < 5; j++) {
printf("%d ", estados[i][j]);
}
printf("\n");
}
return 0;
}
Exercício 13
#include <stdio.h>
int main() {
int votos[12] = {0}, candidato, i, totalVotos = 0, vencedor = 0, maisVotado = 0;
printf("Digite os votos dos eleitores (1 a 12 para os líderes dos grupos, 0 para encerrar):\n");
while (1) {
scanf("%d", &candidato);
if (candidato == 0) break;
if (candidato >= 1 && candidato <= 12) {
votos[candidato - 1]++;
totalVotos++;
} else {
printf("Voto inválido! Digite novamente.\n");
}
}
for (i = 0; i < 12; i++) {
if (votos[i] > maisVotado) {
maisVotado = votos[i];
vencedor = i + 1;
}
}
printf("Resultados da votação:\n");
for (i = 0; i < 12; i++) {
printf("Líder do Grupo %d: %d votos\n", i + 1, votos[i]);
}
printf("O líder mais votado foi o do Grupo %d com %d votos.\n", vencedor, maisVotado);
return 0;
}
Exercício 14
#include <stdio.h>
#include <string.h>
typedef struct {
char nome[50];
int codigoAcesso;
char interesses[100];
} Usuario;
int main() {
int n, i, j, grupo = 1;
Usuario usuarios[50];
printf("Digite o número de cidadãos: ");
scanf("%d", &n);
for (i = 0; i < n; i++) {
printf("Cidadão %d\n", i + 1);
printf("Nome: ");
scanf(" %[^\n]", usuarios[i].nome);
printf("Código de Acesso: ");
scanf("%d", &usuarios[i].codigoAcesso);
printf("Interesses: ");
scanf(" %[^\n]", usuarios[i].interesses);
}
printf("\nGrupos por interesses comuns:\n");
for (i = 0; i < n; i++) {
if (usuarios[i].codigoAcesso != -1) {
printf("Grupo %d: %s\n", grupo++, usuarios[i].nome);
for (j = i + 1; j < n; j++) {
if (usuarios[j].codigoAcesso != -1 &&
strcmp(usuarios[i].interesses, usuarios[j].interesses) == 0) {
printf(" - %s\n", usuarios[j].nome);
usuarios[j].codigoAcesso = -1; // Marcar como processado
}
}
}
}
return 0;
}
Exercício 15
#include <stdio.h>
int main() {
int votos[12] = {0}, totalVotos = 0, i, maisVotado = 0, segundoMais = 0, terceiroMais = 0;
// Simular votos por grupo (preenchido manualmente ou com entrada do usuário)
printf("Digite os votos para os líderes dos grupos (1 a 12):\n");
for (i = 0; i < 12; i++) {
printf("Grupo %d: ", i + 1);
scanf("%d", &votos[i]);
totalVotos += votos[i];
}
// Determinar líderes mais votados
for (i = 0; i < 12; i++) {
if (votos[i] > votos[maisVotado]) {
terceiroMais = segundoMais;
segundoMais = maisVotado;
maisVotado = i;
} else if (votos[i] > votos[segundoMais]) {
terceiroMais = segundoMais;
segundoMais = i;
} else if (votos[i] > votos[terceiroMais]) {
terceiroMais = i;
}
}
printf("Líder mais votado (Presidente): Grupo %d\n", maisVotado + 1);
printf("Segundo mais votado (Vice): Grupo %d\n", segundoMais + 1);
printf("Terceiro mais votado (Tribunal Supremo): Grupo %d\n", terceiroMais + 1);
return 0;
}
Exercício 16
#include <stdio.h>
int main() {
printf("Estrutura do Governo dos EUA:\n");
printf("Secretário de Estado: Analista\n");
printf("Secretário do Tesouro: Programador\n");
printf("Secretário da Defesa: Programador\n");
printf("Secretário da Justiça: Redactor\n");
printf("Secretário da Educação: Redactor\n");
printf("Secretário da Saúde: Redactor\n");
printf("Secretário dos Transportes: Redactor\n");
printf("Secretário da Inovação: Programador\n");
printf("Secretário da Energia e Águas: Redactor\n");
printf("Secretário do Trabalho: Redactor\n");
printf("Secretário dos Recursos Naturais: Programador\n");
printf("Diretor da CIA: Analista\n");
printf("Diretor do FBI: Analista\n");
printf("Diretor da NASA: Programador\n");
printf("Forças Armadas, Marinha, Força Aérea, Fuzileiros: Programadores\n");
return 0;
}
Exercício 17: Estados
representativos
#include <stdio.h>
int main() {
char estados[5][50] =
{"California", "Texas", "Florida",
"New York", "Illinois"};
int populacao[5] = {39500000,
29000000, 22000000, 20000000,
12800000};
int economia[5] = {3800000,
2300000, 1200000, 1700000,
850000};
int i, maxPop = 0, minPop = 0,
maxEcon = 0, minEcon = 0;
for (i = 1; i < 5; i++) {
if (populacao[i] >
populacao[maxPop]) maxPop = i;
if (populacao[i] <
populacao[minPop]) minPop = i;
if (economia[i] >
economia[maxEcon]) maxEcon = i;
if (economia[] <
economia [minEcon]) minEcon = i;
printf("Estado mais populoso:
}
printf ("Estado mais populoso: |
|
%s com %d habitantes.\n", |
|
estados [maxPop], |
|
populacao[maxPop]); |
|
printf("Estado menos populoso: |
|
%s com %d habitantes.\n", |
|
estados[minPop], |
|
populacao[minPop]); |
|
printf("Estado mais rico: %s |
|
com PIB de %d bilhões.\n", |
|
estados [maxEcon], |
|
economia [maxEcon]); |
|
printf("Estado mais pobre: %s |
|
com PIB de %d bilhões.\n", |
|
estados [minEcon], |
|
economia [minEcon]); |
|
return 0; } |
|
oercommons
|
2025-03-18T00:35:13.008441
|
12/19/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123227/overview",
"title": "Exercício 19",
"author": "Octávio Muhongo"
}
|
https://oercommons.org/courseware/lesson/66272/overview
|
Qualifications for Service in the Texas Legislature
Overview
Qualifications for Service in the Texas Legislature
Learning Objective
By the end of this section, you will be able to:
- Discuss the qualifications for service in the Texas State Legislature
Introduction
This section describes the qualifications for service and terms of office for Texas State Legislators.
Qualifications for Service in the Legislature
The following are the legal requirements in order for someone to meet the qualifications to become a member of the Texas Legislature.
Texas Representative (House)
U.S. Citizen
2 years as a resident of Texas
12 months as a resident of their District
At least 21 years old
2 year terms with unlimited terms, no term limit
Texas Senator
- U.S. Citizen
- 5 years as a resident of Texas
- 12 months as a resident of their District
- At least 26 years old
- 4-year terms with unlimited terms, no term limit
Licenses and Attributions
CC LICENSED CONTENT, ORIGINAL
Revision and Adaptation. Authored by: Kris S. Seago. License: CC BY: Attribution
Revision and Adaptation: Membership in the Texas Legislature. Authored by: John Osterman. License: CC BY: Attribution
|
oercommons
|
2025-03-18T00:35:13.030486
|
05/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66272/overview",
"title": "Texas Government 2.0, The Texas Legislature, Qualifications for Service in the Texas Legislature",
"author": "Kris Seago"
}
|
https://oercommons.org/courseware/lesson/66270/overview
|
Introduction: The Texas Legislature
Overview
Introduction: The Texas Legislature
Chapter Learning Objective
By the end of this chapter, you will be able to:
- Outline the function, structure, and responsibilities of the Texas legislature
Introduction
This chapter examines the Texas State Legislature--the lawmaking branch of Texas government.
Licenses and Attributions
CC LICENSED CONTENT, ORIGINAL
Revision and Adaptation. Authored by: Kris S. Seago. License: CC BY: Attribution
Revision and Adaptation: Introduction to the Texas Legislature. Authored by: John Osterman. License: CC BY: Attribution
|
oercommons
|
2025-03-18T00:35:13.046471
|
05/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66270/overview",
"title": "Texas Government 2.0, The Texas Legislature, Introduction: The Texas Legislature",
"author": "Kris Seago"
}
|
https://oercommons.org/courseware/lesson/86091/overview
|
Education Standards
8th Grade Utah Math Chapter 1 Section 1 Interactive Notebook
Overview
This is an interactive notebook modified from 8th Grade Utah Math Chapter 1 Section 1. It includes links to videos of the content as well as links to practice problems in Khan Academy and IXL.
8th Grade Utah Math Chapter 1 Section 1 Interactive Notebook
Once you access the notebook, please make a copy and save it to your Google Drive. When you share it in your Google Classroom remember to choose the option to make a copy for each students.
|
oercommons
|
2025-03-18T00:35:13.071133
|
Lisa Blackmon
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86091/overview",
"title": "8th Grade Utah Math Chapter 1 Section 1 Interactive Notebook",
"author": "Interactive"
}
|
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