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https://oercommons.org/courseware/lesson/66244/overview
|
Introduction: Six Flags Over Texas
Overview
Six Flags Over Texas
Chapter Learning Objective
By the end of this chapter, you will be able to:
- Summarize the social history of Texas and how it has shaped the political characteristics of the state's population
Introduction: Six Flags Over Texas
Texas has a rich and diverse history. Understanding that history helps explain why contemporary Texas is the way it is. This chapter explores a tiny piece of that history.
|
oercommons
|
2025-03-18T00:35:17.199987
|
05/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/66244/overview",
"title": "Texas Government 2.0, Introduction to Texas History and Politics, Introduction: Six Flags Over Texas",
"author": "Kris Seago"
}
|
https://oercommons.org/courseware/lesson/111813/overview
|
How Children Fail Mark up
Improving Your Reading Comprehension in College Courses
PowerPoint Guide
SQ3R handout
UCONN SQ3R handout
Improving Your Reading Comprehension in College Courses
Overview
This resource provides a guided PowerPoint presentation and a guided activity for students to complete during class. Additional resources are provided.
Lesson Plan
Lesson Goal:
The goal of this lesson is to provide instruction along with practical application, so college students can increase their reading proficiencies and meet college reading demands.
Learning Objectives:
To understand how we process information
To understand the different types of reading and appropriate strategies
To utilize effective reading strategies
To utilize metacognition while reading
To take efficient and effective notes on reading material
To annotate effectively to comprehension reading materials
|
oercommons
|
2025-03-18T00:35:17.227993
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111813/overview",
"title": "Improving Your Reading Comprehension in College Courses",
"author": "Reading Informational Text"
}
|
https://oercommons.org/courseware/lesson/90359/overview
|
Life In The City: A Free ESL Speaking Lesson Plan
Overview
Life in the City is a speaking lesson designed for beginner students. It uses photos to prompt discussion about where they live, work, study, and have fun. By the end of the lesson, students will complete a reading activity and deliver a narrative on their own.
If you enjoyed this ESL lesson plan download, there are 150+ more free lessons available with a free Off2Class account!
Off2Class
Primary objective: to use the present simple to talk about life in the city
Remember to ask information questions:
- Who...?
- What...?
- Where...?
- How...?
- Why...?
- How much...?
And personalize the situation:
- Did you...?
- Have you ever...?
You can access full teacher notes for this lesson plan by signing up for a free Off2Class account.
|
oercommons
|
2025-03-18T00:35:17.245902
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90359/overview",
"title": "Life In The City: A Free ESL Speaking Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/61466/overview
|
The growing role of AI and ML in Data Security
Overview
The organizations that depend largely on collecting data from various sources or are highly digitized must adopt data security. It is better to fight the risks at the initial stage than to regret the loss of data and face the consequences. If the information can not be kept safe from various attacks then the preference of the organization will decrease eventually. Even if personal information cannot be trusted in the hands of the organization then there will be dissatisfaction among customers.
If an organization is unable to keep its customers satisfied then its value can hit rock bottom. Hence, by using Artificial Intelligence and Machine Learning the data security should be made better. These technologies will also help in decreasing the extra effort that has to be put by an organization and its employees.
Untitled Section
The growing role of AI and ML in Data Security
With digitalization, the world is experiencing faster communication of data through the cloud. But along with ease in data transfer, there is also the threat of breach of personal data. The technologies are not capable of understanding the importance of particular data, which makes the data vulnerable and exposed to unidentified users. To fight this insecurity, the technologies are being upgraded and improved.
Industries are always aware of their data and unauthorized access to it. Providing security to their data is their first priority. Breach of data can cause heavy loss to any industry. To provide better and improved data security the advantage of Artificial Intelligence and Machine Learning is being taken.
Artificial Intelligence makes a machine capable of performing automation. It gives machines the ability to process like humans by using algorithms. These algorithms are provided as input to the machines which define the presence of human intelligence in them.
Machine Learning is a part of Artificial Intelligence. Machine Learning makes the machines capable of working on their own. These machines do not require any kind of input from humans instead, learn from the real-time process. That is, they learn from experience and focus on developing to get better accuracy.
How does the information get vulnerable to security breaches?
The cause of data insecurity can be many, and it is the organizations that have to recognize its source. It can either be that the data is addressed to a wrong destination or the play of the security is weak. Any space for recklessness in terms of data’s security is an opportunity for a hacker to dig in.
The security in systems not being up-to-date is equal to leaving the data in open. The systems should be secured from time to time to avoid any kind of chance for outsiders. The employees should be made aware of the links they browse. Many links are unauthorized and can affect the privacy of the data. Surfing the internet and accessing a strange site can cause network infection.
Sometimes even after taking care of what sites the employees use for work or even after keeping the systems safe from bugs, the organizations go through a loss of data. This generally occurs when the organization is not regular with the checks on the operation of security systems. Any lack, in this case, is an easy win for the hackers.
The role of AI and ML:
Artificial Intelligence and Machine Learning solutions are being updated regularly to keep them up-to-date with the imposed threats so that they can be nipped at the bud. These technologies alert the organization if any human intervention is required. The response time for the alert is reduced with each improvement. AI and ML are provided with information on threats as well as the types of threats that linger around. This data can help technologies in recognizing threats or irregular activities.
Through machine learning, pattern matching can be performed. That is, the usual patterns of data transfer can be identified. Hence, instead of data analysts trying to find the source of a breach by resolving complex raw data, the machines can automatically identify the variation in the pattern.
AI can also be made capable of understanding the normal patterns and the deviations of one from the expected. It checks the content and pattern behavior of any data that is transferred and can be alerted when a deviation is noticed. If an alert is raised, the data can be put on hold until a response is provided from the trusted source.
To understand the threats, different industries, and their firewalls should be understood. Algorithms should be designed accordingly to overcome the vulnerability with a stronger effect. Along with algorithms, machine learning techniques can be used to track data at every point. The deviation of data from its actual path should be immediately brought to attention.
It is impossible to control or limit the numerous sites that are required and used for collecting the data for the organization. Hence, by reducing the alert time for systems the security analysts will be benefited and will be able to take control in time before any leak can happen.
Conclusion:
The attackers keep developing their methods by using new and complex approaches to steal data. Hence, the techniques to prevent data from being leaked should also be updated regularly. The technologies should be made capable enough to fight the invader’s attack in every way and extent.
The organizations that depend largely on collecting data from various sources or are highly digitized must adopt data security. It is better to fight the risks at the initial stage than to regret the loss of data and face the consequences. If the information can not be kept safe from various attacks then the preference of the organization will decrease eventually. Even if personal information cannot be trusted in the hands of the organization then there will be dissatisfaction among customers.
If an organization is unable to keep its customers satisfied then its value can hit rock bottom. Hence, by using Artificial Intelligence and Machine Learning the data security should be made better. These technologies will also help in decreasing the extra effort that has to be put by an organization and its employees.
Author Bio:
Isabella Ava is a Content Manager at the GreyCampus with four years of rich experience in developing content for professional certification courses like AIML, NLP, PMP-Project Management Professional, BI, Python, Ruby, and IoT and Building creative content with innovative and effective language is my area of expertise.
|
oercommons
|
2025-03-18T00:35:17.264266
|
Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61466/overview",
"title": "The growing role of AI and ML in Data Security",
"author": "Marketing"
}
|
https://oercommons.org/courseware/lesson/88380/overview
|
Education Standards
1. Check In
2. Daily Log
3. Thoughts, Questions, Epiphanies (TQE)
4. Read Aloud
5. Content Summary
6. Question Roulette
7. One Minute Share
8. Process Summary
9. Jigsaw
And Yes . . . Concept Development Video
Card Chat Video
Content-Summary-Template
Creating a Commercial
Daily-Log-Template
Gallery Walk Discussion Technique
Interviews
One-Off_Activity-Descriptions
ProjectPaper-Process-Summary
Speak-Up_Card-Chat_Summary
Speak-Up_Card-Chat_Template
Speak-Up__Commercial-_Worksheet
Speak-Up_Galler-Walk_Worksheet
Speak-Up_Interview_Worksheet
Speak-Up_Think-Pair-Share_Summary
Speak-Up_Yes-And_Summary
Summary_Trivia-Jeopardy worksheet
Think, Pair, Share Video
TQE-Starters
Trivia - Jeopardy Video
Speak Up! Creative and engaging ways to get students talking
Overview
This robust set of videos, activity sheets, and short written summaries is designed for anyone to use when integrating speaking assignments and activities into college level courses. Each video highlights a specific student activity, applicable to any delivery mode, complete with a video introduction, template, and lesson plan to download. Open pedagogical opportunities are incorporated into several modules with emphasis on student led engagement. Created by Miranda Hawk at Madison Area Technical College.
Card Chat
Card Chat is simple to create and may be used in multiple teaching modes as well as curriculum areas. It is also simple to play. Once the preplanning is done (the cards are created), this game can be a spontaneous activity or planned assessment.
Purpose & Strategy When applied in the classroom, students engage in the curriculum and with each other by playing their cards to advance the content by asking questions or stating how they think, know, feel or connect with the content. This activity works at all levels of familiarity with content, either students just learning or developing a concept or to demonstrate mastery of a curricular concept.
Creating a Commercial
Students create a commercial to develop speaking skills. Goal to have students know content well enough to engage on a deep level and condense it into a short meaningful message. This exercise engages students in understanding factual information, delivering content, and making speeches.
Galley Walk Discussion Technique
How to effectively use the gallery walk classroom discussion technique for higher education interaction. Students engage in discussion by responding to material and sharing perspectives and opinions. Through this process students learn about different prospectives.
Individual One Off Classroom Engagement Activities
- Check In Video and Worksheet
- Includes ice breaker type questions geared toward different groups or attendance each day
- Students can create and lead the questions
- Daily Log Video and Worksheet
- Verbally share a summary of what happened in the previous class
- Student created logs and led discussion
- Thoughts, Questions, Epiphanies (TQE) Video and Worksheet
- Students use TQE starters at the conclusion of a lesson plan or start of a new module
- Read Aloud Video
- Share highlighted or important passages from highlighted readings
- Use in small groups or entire class
- Content Summary Video
- Students share what they wish other students would know about the concept
- Share their notes collectively
- Question Roulette
- Students create questions and verbally answer
- One Minute Share
- Summarize and share content through prompts
- Lab Report/Project/Paper Summary Video and Template
- Groups take turns describing a process they used in a specific process
- Jigsaw
- Students demonstrate core concepts through group demonstration
- Student led curricular demonstrations
- Teach! Okay!
- During lectures students actively engage in the teaching process
Interview Classroom Engagement
Using improvisation speaking exercises to encourage students to interact in the classroom through active listening and engagment through a flipped classroom experience.
Think, Pair, Share Activity
Students think individually about a concept or curriculum prompt, pair
with a partner or a group to further develop their individual answers and then those
students share with the class their comprehensive result. This allows them to build oral
communication skills at the personal and the public levels translating to workforce development.
Trivia - Jeopardy Activity
This activity provides ways for students to engage with the material and each other in a
low-stakes, fun game.
And Yes . . .
Yes and... is a fun way to explore a process or collaboratively develop a concept. This activity
can be used to start or review a learning module in multiple teaching modes as well as
curriculum areas. Yes and... doesn’t take any preparation except students being familiar with
content if used as a review.
|
oercommons
|
2025-03-18T00:35:17.329919
|
Career and Technical Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88380/overview",
"title": "Speak Up! Creative and engaging ways to get students talking",
"author": "Business and Communication"
}
|
https://oercommons.org/courseware/lesson/90399/overview
|
Working Remotely and Online: A Free ESL Speaking Lesson Plan
Overview
This lesson plan was designed for upper-intermediate students, and it is especially relevant to our world today. It features new vocabulary and reading exercises that put the vocabulary into a clear context. You can prompt students to discuss and debate using the pictures, questions, and vocabulary provided.
If you enjoyed this ESL lesson plan download, there are 150+ more free lessons available with a free Off2Class account!
Off2Class
Primary objective:
- To introduce vocabulary about working remotely and working online
- To provide controlled and free tasks to promote fluency in speaking
You can access full teacher notes for this lesson plan by signing up for a free Off2Class account.
|
oercommons
|
2025-03-18T00:35:17.347780
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90399/overview",
"title": "Working Remotely and Online: A Free ESL Speaking Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/90186/overview
|
Adjectives Opposites ( Lesson 1 ) - Off2Class ESL Lesson Plan
Overview
Lesson 1 introduces words that are commonly used when speaking and writing. Students will learn basic adjectives old/new and young/old.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Lesson 1 introduces words that are commonly used when speaking and writing. Students will learn basic adjectives old/new and young/old.
Download your free lesson plan here: https://www.off2class.com/lesson-plan-downloads/teaching-adjectives-and-opposites-to-esl-students/
|
oercommons
|
2025-03-18T00:35:17.365290
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90186/overview",
"title": "Adjectives Opposites ( Lesson 1 ) - Off2Class ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/90438/overview
|
Modal Verbs - Advisability - Should - Off2Class ESL Lesson Plan
Overview
Advisability – Should
Also designed for pre-intermediate ESL students, this lesson plan guides teachers and students through the use of the modal verbs should and shouldn’t for suggestions, duties, responsibilities and/or expectations. Students will also practise forming questions and speak using should to express expectations.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Advisability – Should
Also designed for pre-intermediate ESL students, this lesson plan guides teachers and students through the use of the modal verbs should and shouldn’t for suggestions, duties, responsibilities and/or expectations. Students will also practise forming questions and speak using should to express expectations.
Download the lesson plan Advisability – Should here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/
|
oercommons
|
2025-03-18T00:35:17.383946
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90438/overview",
"title": "Modal Verbs - Advisability - Should - Off2Class ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/82987/overview
|
Calculus III
Overview
This is the curriculum for a asynhronous Calculus III course implemented for an eight-week semester and based on courses, which the author taught in 2016-2021 at Middlesex Community College and MassBay Community College.
Summary of Posting
This is the curriculum for an asynchronous Calculus III course implemented for an eight-week semester and based on the courses, which the author taught in 2016-2021 at Middlesex Community College and MassBay Community College.
This posting includes the syllabus, course schedule, instructions, worksheets, study guides, assignments, rubrics, and other materials.
The following sources have been used in this posting:
1.Ya. B. Zeldovich, A. D. Myskis, Elements Of Applied Mathematics, Mir,1976
2. Gilbert Strang, Calculus, Wellesley-Cambridge Press, 2nd ed., 1991
3. Calculus 3 by OpenStax, Senior Contributing authors: Gilbert Strang, Edwin Jed Herman, 2020
4. Denis Auroux, Multivariable Calculus, MIT, 2007.
https://ocw.mit.edu/courses/mathematics/18-02-multivariable-calculus-fall-2007/video-lectures/
Syllabus
Middlesex Community College
MAT 292-30: Calculus III for Science 4 Credit Hours Summer 2021
Instructor Dr. Igor Baryakhtar
Office hours: via ZOOM
e-mail: baryakhtari@middlesex.mass.edu
Course Goals
This asynchronous course is designed to give students a basic knowledge of multivariable calculus, to develop students’ critical thinking skills, quantitative and symbolic reasoning skills, and to improve their mathematical literacy. The course is focused on students’ ability to solve scientific and engineering problems using multivariable calculus concepts. Students will achieve these goals by studying the textbook, attending online video lectures, and doing assignments using traditional and electronic technologies.
Course Description
Topics include vector-valued functions, dot and cross products, motion, curvature and arc length in 3-space, partial derivatives and Chain Rule, directional derivatives and gradients, max/min and Lagrange Multipliers. Also: double and triple integrals, polar coordinates, and parametric surfaces, and Green's Theorem with applications in work and potential energy in the study of electricity and magnetism.
This is the third course in the Calculus sequence. Students will study the fundamental concepts of differential calculus. The topics are divided into four units:
1. Introduction. Cartesian, Cylindrical and Spherical Coordinates; Conic Sections.
(parametric equations, polar coordinates, converting between cartesian and polar coordinates, converting between cartesian and cylindrical and spherical coordinates, calculus in polar coordinates, conic sections)
2. Vectors and Vector Values Functions
(vectors in three dimensions, dot and cross product, curves in space, calculus of vector valued function, arc length, curvature and normal vector)
3. Functions of Several Variables
(surfaces, functions of two and more than two variable, visualization of functions of two variables, limit and continuity of a function of two variable, partial derivatives, the chain rule, directional derivatives and gradient, tangent planes, linear approximation, max min problems, Lagrange multipliers)
4. Multiple Integration & Vector Calculus
(double integrals in Cartesian and polar coordinates, triple integrals in Cartesian and cylindrical and spherical coordinates, vector fields, conservative vector fields, Green’s theorem, Stoke’s theorem, Divergence theorem)
Prerequisite MAT 291 Calculus II
Technical Requirements
To succeed in this online course you must be familiar with electronic technologies.
Ability to use the Internet in an effective and efficient manner, including: installation and management of browser plug-ins and add-ons, download, upload and print files, send/reply emails with attachments.
Basic knowledge about the operation of a computer, file management, and software installation.
Learning management systems
Calculus III course at Middlesex Community college will use the following electronic learning management systems.
Blackboard (main platform): for announcements, discussion boards, lectures notes and other learning materials, test, grades, and information about MCC Learning Resources and Support Services.
ZOOM: office hours, Q&A sessions (upon request), proctored exams
MyOpenMath: for online homework assignments and quizzes
Software
Mathematical software will be used to demonstrate calculus concepts and to visualize calculations.
MATLAB (optional), MAXIMA CAS (optional).
Free Open Educational Resources are required for this course
Textbook
Calculus Volume 3
Senior Contributing Authors:
Gilbert Strang, Massachusetts Institute of Technology
Edwin “Jed” Herman, University of Wisconsin-Stevens Point
Publish Date Mar 30, 2016
Print ISBN-10: 1-938168-07-0 Digital ISBN-10: 1-947172-16-6
ISBN-13: 978-1-938168-07-9 ISBN-13: 978-1-947172-16-6
Additional textbook (optional)
Calculus for Scientists & Engineers. Multivariable.
by Briggs, Cochran, & Gillett, with assistance of Eric Schulz.
2013 Ed., Pearson Education, Inc., ISBN-13: 978-0-321-78551-0
COURSE OBJECTIVES
By the end of the course students should be able to:
Answer conceptual questions about calculus of vector-valued functions, calculus of a function of several variables, calculus of vector fields.
Demonstrate basic knowledge of equations of curves and surfaces in 3D space, properties of dot and cross products of vectors, limit and continuity of a function of two or more variables, chain rule with several independent variables, implicit differentiation rule with three variables,
directional derivatives, maximum/minimum problems, Lagrange multipliers, double integrals in cartesian and polar coordinates, triple integrals in cartesian, cylindrical and spherical coordinates,
Green’s theorem, Stoke’s theorem, Divergence theorem.
Solve problems involving polar, cylindrical and spherical coordinates, 2D and 3D motion problems, find equation of a plane through the given points or for given vectors, sketch level curves and traces of surfaces, evaluate dot and cross products of vectors, compute arc length, curvature and torsion of a curve, tangential and normal components of an acceleration, calculate derivatives of a function of two or more variables using chain rule and implicit differentiation, calculate directional derivatives and gradients, solve maxima/minima problems, solve maxima/minima problems with a constraint using Lagrange multipliers method, calculate double integrals using cartesian and polar coordinates, calculate triple integrals using cartesian, cylindrical and spherical coordinates, solve word problems using multivariable calculus.
Credit Hour Policy
Students are expected to spend a minimum of 45 hours of work for each credit.
Course Grades
Participation 10%
Homework (on MyOpenMath) 20%
Quizzes (on MyOpenMath) 20%
Project 10%
One Test (remotely proctored test) 20%
Final Exam (remotely proctored exam) 20%
Class format
Class is a combination of different elearning activities:
- eLearning Assessments
- reading assignments with real-world examples
- video watching assignments
- online homework assignments on MyOpenMath
- online quizzes on MyOpenMath
- Online Discussions of selected topics on the Blackboard discussion board and wikis
- Synchronous online Q&A sessions via ZOOM (upon request)
- Individual work.
Attendance
Attending an online course includes but is not limited to
-Submission of an academic assignment by a student
-Taking the online quiz by a student
-Student submission of an exam
-Student's posting to a discussion forum
-An email from a student showing that the student has initiated contact with the instructor
Attendance is mandatory in this course. Stop attending a course does not constitute a withdrawal. If you can no longer participate in this class, you must formally withdraw because unfinished coursework may result in a failing "F" grade.
Students are expected to submit work weekly and complete all assignments on time. Students who miss two or more weeks of classes may be withdrawn from the course.
ASSESSMENT
Attendance and participation
10% of the Grade
Students are expected to participate in all scheduled assignments on a daily basis.
Discussion Board
Students will be asked to reflect and respond to Discussion Board questions and post your responses. Responses should be clear, accurate and complete sentences.
Online homework
Reading a textbook is a very important part of the learning process. First, read the assigned section. Make sure that all notations are understood. Use lecture notes and recommended multimedia resources to clarify concepts. Try examples in the textbook. Do optional problems from the textbook.
Instructor will assign online homework and/or handwritten assignments every week.
20% of the Grade.
Two late online home works accepted.
One late paper and pencil homework accepted.
Quizzes
There will be six online quizzes on MyOpenMath.
20% of the Grade
One make up quiz for a missed quiz will be allowed. Lowest quiz grade is dropped.
Project
The purpose of an individual project is to boost the deeper understanding of calculus. Students may work on the Project with their classmates and receive help from Math Center or use any other recourses, but every student must submit his/her individual work
10% of the Grade
Late submission. 10% of the grade is deducted per day after the assignment's due date.
Test
Test will be remotely proctored and handwritten on paper. It will be posted on Blackboard.
20% of the Grade
No make up for the missed Test will be provided.
Final Exam
The Final Exam will be remotely proctored and handwritten on paper. It will be posted on Blackboard.
The Final Exam will require the student to demonstrate mastery of the techniques of differentiation and integration and their uses in real-world applications. Students should review all quizzes, practice problems, test & handouts.
Final Exam: 20% of the Grade
No make up for the missed Final Exam will be provided.
Every student must follow the Middlesex Community College Honor Code
Academic Integrity Policy
Middlesex Community College does not tolerate academic dishonesty. As outlined in more detail in Middlesex Community College Code of Conduct, academic dishonesty can include, but is not limited to the following
Use of any unauthorized assistance in taking quizzes, tests, or examinations;
Dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments;
The acquisition, without permission, of tests or other academic material belonging to a member of the College faculty or staff; or
Plagiarism, which is defined as the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Taking credit for work done by another person or doing work for which another person will receive credit. Copying or purchasing other’s work or arranging for others to do work under a false name.
MyOpenMath
MyOpenMath is a free online educational platform.
MyOpenMath provides
-a set of overview videos
-online homework assignments, most with videos
-online quizzes
Students should have convenient and reliable access to a personal computer and internet.
_________________________________________________________________________________
Sign Up in MyOpenMath https://www.myopenmath.com
The course ID: xxxxx
The enrollment key: xxxxxxxx
________________________________________________________________________________
Free Support Services
Students are encouraged to use the tutoring service - Math Center
https://www.middlesex.mass.edu/ace/math.aspx
Disability Support Services
The Disability Support Services offices are offering remote services at this time
https://www.middlesex.mass.edu/disabilityservices/
Personal Counseling is available
https://www.middlesex.mass.edu/personalcounseling/
Inform Your Instructor of Any Accommodations Needed
This work is licensed under a Creative Common Attribution 4.0 International license
2021 Igor Baryakhtar
Course Schedule
COURSE SCHEDULE
Online weekly quizzes are scheduled on __ at __. You will have __ hours to complete.
The Test and the Final Exam are handwritten on paper, you will have __ hours to complete.
week | MyOpenMath | Textbook |
1 | Calculus I Review Calculus II Review Homework #1. Parametric curves. Polar Coordinates | 1.1 Parametric Equations 1.2 Calculus of Parametric curves (optional) 1.3 Polar Coordinates |
|
| WELCOME QUIZ |
2 | Homework #2. Vectors
| 2.1-2.4 Vectors
|
2 |
| QUIZ # 1 |
3 | Homework #3. Straight Line in 3D. Planes and Surfaces Homework #3. Straight Line in 3D. Planes and Surfaces Homework #4.Spherical and Cylindrical Coord. | 2.5 Lines and Planes in Space 2.6 Quadric Surfaces 2.7 Cylindrical and Spherical Coordinates |
3 |
| QUIZ # 2 |
4 | Homework #5. Calculus of Vector-Valued Functions Homework #6. Arc Length. Curvature and Normal Vectors | 3.1 Vector-Valued Functions and Space Curves 3.2 Calculus of Vector-Valued Functions 3.3 Arclength and Curvature 3.4 Motion in Space |
4 |
| QUIZ # 3 |
5 | Homework #7. Limit of a Function of Two Variables Homework #8. Partial Derivatives Homework #9. Tangent Planes and Linear Approx. Homework #10. PartialDerivatives. Chain Rule | 4.1 Functions of Several Variables 4.2 Limits and Continuity 4.3 Partial Derivatives 4.4 Tangent Planes and Linear Approximation 4.5 Chain Rule |
5 |
| TEST: |
week | MyOpenMath | Textbook |
6 | Homework #11. Partial Derivatives. Directional Derivatives and Gradient Homework #12. Maxima/Minima Problem | 4.6 Directional Derivatives and Gradient 4.7 Maxima/Minima Problems 4.8 Lagrange Multipliers |
6 |
| Quiz #4 |
7 | Homework #13. Integrals. Part 1 Homework #14. Integrals. Part 2 Homework #15. Integrals. Part 3 Homework #16. Integrals. Part 4
| 5.1 Double integrals over rectangular regions 5.2 Double Integrals over general regions 5.3 Double Integrals in Polar Coord. 5.4 Triple Integrals 5.5 Triple Integrals in Cylindrical and Spherical Coordinates |
7 |
| Quiz #5 |
7 |
| Project due |
8 | Homework #17. Vector Fields (Extra credit)
| 5.7 Change of Variables in Multiple Integrals 6. Vector Calculus FINAL REVIEW |
|
| FINAL EXAM |
ORIENTATION
Welcome to the Middlesex Community College online course!
- In this unit you will learn how to navigate in the course shell.
- What do you need to succeed in Calculus III.
- Become familiar with MyOpenMath - free online learning management system.
- Become familiar with the discussion board and post you first thread.
- Become familiar with netiquette in online education
- Obtain help
COURSE MENU
The course menu is the panel on the left side of the interface that contains links to all course areas.
Toggle buttons
Announcements The course announcements your instructor have posted.
Getting Started Welcome message
Orientation, and Getting Help Contact the Instructor How to contact your instructor.
Syllabus Syllabus of the course and tentative schedule
Course Textbook Link to the course textbook
WEEKLY CONTENT The folder for weekly moduli: for reading assignments, handouts, lectures notes, weblink to mini-lectures, information about online assignments and other materials for the week A.
MyOpenMath Link to the MyOpenMath website. Online homework assignment will be posted on this website.
Discussion Board Discussion Board. You will use the discussion board to explore interesting questions with your classmates.
Maxima Online Link to the wxmaxima webpage - free and convenient online mathematical tool based on MAXIMA CAS. May be used for symbolic calculations and for graphing.
Tools Blackboard’s Tools
Netiquette Guide
It is important to understand that the online class is actually a class, and certain behavior is expected when communicating with your peers and the instructor.
- Be polite and respectful, honesty and integrity are expected from all
- Be professional, follow the rules, including how and when submit your work: format and due date
- Make sure identification is clear in all communications, include your first and last name and the course number
- Be careful with humor and sarcasm, be aware of strong language - use proper language, grammar, and spelling
MyOpenMath Orientation
All students enrolled in courses using MyOpenMath are required to complete a one-time online orientation to MyOpenMath, free Learning Management System.
This small self-paced orientation is available on MyOpenMath should be completed during first two days of classes. On average the orientation should take approximately 30 min.
How to enroll into MyOpenMath
MyOpenMath is a free online learning management system.
To register for CALCULUS III MAT 292-31
1. Go to www.myopenmath.com
2. Under Login, select Register as a new student
3. Complete the required fields
4. Enter your instructor’s
Course ID: XXXXXX
Enrollment Key: xxxxxxxx
5. Click Sign Up
You can now return to the login page and login with your new username and password.
Once you log in you will see in the center of a webpage the folder “ORIENTATION”.
Inside the folder you will find
Intro to MyOpenMath, an assignment how to enter formulas in MyOpenMath
Course Home Page video
Course Content video
Rubrics
MAT 292-30 Calculus III. HANDWRITTEN EXAM RUBRIC
GRADE | EXCELLENT | GOOD | FAIR | POOR | FAILURE |
Understanding of Concept | Student knows the concept and can use it to solve challenging problems | Student knows the concept and can use it to solve basic problems | Student knows the concept but does not know how to use it properly. | Student has some knowledge about the concept but does not know how to use it. | Student does not understand the concept |
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Calculation skills | All calculations are correct | Student made minor mistakes in calculations | Student made big mistakes in calculations | Student made many big mistakes in calculations | Student cannot perform necessary calculations |
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MAT 292-30 Calculus III. Discussion Board RUBRIC
GRADE | EXCELLENT | GOOD | FAIR | POOR | FAILURE |
Postings on Discussion Board will be graded based upon the following | Posting related to the topic, respectful to other postings. Post helps others to understand material. | Posting related to the topic, respectful to other postings. | Posting does not related to the topic or posting is too obvious. | Posting is too short, like “Agree/Disagree” or “Great point”. | No post. |
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Study Guide #1. Parametric Equations
Parametric Equations
Study Guide #2. Vectors
Vectors
Study Guide #3. Equations of Lines and Planes in Space
Equations of Lines and Planes in Space
Study Guide #4. Calculus of Vector-Valued Functions
Calculus of Vector-Valued Functions
Study guide #5. Arc Length. Curvature. Normal and tangential components of acceleration
Arc Length. Curvature. Normal and tangential components of acceleration.
Study guide #6. Partial derivatives
Partial derivatives
Study Guide #7. Gradient. Directional derivative. Extrema
Gradient. Directional derivative. Extrema
Study Guide #8. Double Integrals
Double Integrals
Study Guide #9. Triple Integrals
Triple Integrals
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oercommons
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2025-03-18T00:35:17.444347
|
06/30/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82987/overview",
"title": "Calculus III",
"author": "Igor Baryakhtar"
}
|
https://oercommons.org/courseware/lesson/128297/overview
|
Sport(s) Officiating Physical Education Resources
Rules and Teamwork in Sports
Overview
Play the game of jeopardy over the rules and how teamwork plays a role in different team sports. Copy and paste the link and have fun!
Standard 4 M6 and M7
https://jeopardylabs.com/play/rules-and-teamwork-in-sports
Split the class evenly and play a game of Jeopardy. This game consists of the Rules and Teamwork of Baseball, Basketball, Softball, and Soccer. This covers the standards of Standard 4 M6 and M7. Whoever ends up with the highest score wins the game.
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oercommons
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2025-03-18T00:35:17.462801
|
03/09/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/128297/overview",
"title": "Rules and Teamwork in Sports",
"author": "Brayden Bingham"
}
|
https://oercommons.org/courseware/lesson/128244/overview
|
Info for AI to use for Education
Overview
Some info about AI that can be used for education
Generative AI Tools
Text
ChatGPT: chat.openai.com
Google Bard: bard.google.com
Bing.AI: bing.com/?/ai
Perplexity: perplexity.ai
Image
Getimg.ai: getimg.ai
Dall-e 2: openai.com/dall-e-2
Canva Free Text-to-Image Generator: canva.com/your-apps
Microsoft Designer: designer.microsoft.com/
Stable Diffusion: https://stablediffusionweb.com/
Education
Eduaide.ai: eduaide.ai
Nolej.ai: nolej.ai
App.QuestionWell.org: app.questionwell.org
Claude.ai: https://claude.ai/chats.
AI Content Checker
Crossplag
Copyleaks
- Author:
- Reed Hepler
- Subject:
- Educational Technology
- Material Type:
- Lecture
- Level:
- Graduate / Professional
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oercommons
|
2025-03-18T00:35:17.497177
|
03/07/2025
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/128244/overview",
"title": "Info for AI to use for Education",
"author": "Eddy Carrion"
}
|
https://oercommons.org/courseware/lesson/98343/overview
|
Film Crew Position Basics
Overview
Discussing the basic positions of a film set, including director, producer, director of photography, editor, and the lighting jobs like grip and gaffer.
Director
The director is the brains behind the operation, and every creative decision usually runs through them. They also must give directions to the actors with great specifics, and be very knowledgeable of acting as an artform.
Directors should be organized and plan ahead since they have to deal with a lot of moving parts and potential setbacks. It is not uncommon to see directors write their own scripts, either for film or television.
They also work closely with the Director of Photography, the Producer and the Editor to see their full creation come to fruition.
Producer
The producer works closely with the director to help their vision become a reality. For smaller productions, producers may have to purchase items and pay actors using a close budget, but for larger productions, studio funding pays for them. The producer also must be very organized and try to balance different shooting locations, making sure production runs on time, and setting up any meetings during pre-production.
The producer makes every major logistical decision in a production, with guidance from the director, of course.
Director of Photography (DP)
A director of photography, or DP, is simply a fancy term for camera operator. This is one of the more artistically-focused positions on a film set, and are obviously very integral in how the film looks. The director often gives his DP a mood or tone he wants, and the DP utilizes film cameras and other attachments to get the perfect shot.
The cinematography is also important in the pacing of the film, as a DP who uses more dynamic camera movements would work best with a director who like a fast paced style.
DPs should be good working with their hands, pay very close attention to detail, and obviously have a great understanding for their camera's functions and uses.
Editor
The editor is responsible for piecing together all the footage from the shoot, and working with the director to make sure the right shots are used and cut properly. Many consider the editor to be the person who puts the "puzzle pieces" together and makes creative decisions for transitions between scenes.
They are also in charge of setting the proper coloring, audio levels, and any graphics that are used (although these will often be done by a separate team that the editor advises).
Gaffer/Grip
The gaffer is the head of the lighting equipment, and also works with the director and DP to see how lights should be placed within a scene, as well as how the lights interact with the background and characters. The shading, coloration, and shape of the lights are manipulated by the gaffer. The item "Gaffer's tape" is used to hold down cables from lighting equipment.
The grip is the gaffer's aid, and usually control the light setting process. They also are in charge of all the lighting equipment, which includes flags and diffusers, which control the amount of light.
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oercommons
|
2025-03-18T00:35:17.512887
|
10/30/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98343/overview",
"title": "Film Crew Position Basics",
"author": "Brandon Beaupied"
}
|
https://oercommons.org/courseware/lesson/90113/overview
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cinema scenes version five
Overview
version five of the cinema scenes text 2022
cinema scenes version five
iteration five
added more text
more images
attached
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oercommons
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2025-03-18T00:35:17.529654
|
02/16/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90113/overview",
"title": "cinema scenes version five",
"author": "stuart lenig"
}
|
https://oercommons.org/courseware/lesson/80459/overview
|
Grade 8 History Assessment
Grade 8: Term 3 - The scramble for Africa
The Scramble for Africa
Overview
This is the first half of term 3 for Grade 8 History, The Scramble for Africa: European Colonisation of Africa in the late 19th Century. There are 4 lessons included and the main foucs is on explaining, sholwing and listing. The learners will gained understadinging, memorising, application and appreciation of Africa in the past.
Introduction
Table of Contents
| Section Title | Link |
| Africa pre-colonisation 1800 | Task 1 |
| The Berlin Conference 1884 | Task 2 |
| Causes and Factors | Task 3 |
| Resources (Powerpoint, Activities and) | Resources |
Introduction
We will be looking at the European Colonisation of Africa from the 19th Century, It is important to note that:
Europeans began to explore the world, but they also began to colonise and conquer
Colonialism is the occupation and control of one nation by another.
Scramble means to compete frantically in order to get something others want
- By 1914- 7 countries (Britain, France, Portugal, Germany, Belgium, Italy and Spain) had helped themselves to the whole of Africa
Pre-Colonization Africa
- Pre-Colonization Africa
The European exploration and colonization of sub-Saharan Africa began only in the later 15th century with the Spanish and Portuguese voyages of discovery. In the 1490’s, Spanish explorers launched voyages across the Atlantic Ocean to the “New World”. The first voyage of Christopher Columbus to America was in 1490. At the same time, Portuguese explorers focused on sailing down the West African coast in hope of finding a sea route to India. The most famous and successful Portuguese explorers were Bartholomew Diaz and Vasco da Gama.
Around Africa, A.D. 1418-1498
Most pre-colonial African people lived relatively small clan or family units. There were a small number of African Empires where energetic rulers had united numerous clans into significant and powerful political units (Empires). Those Empires included the West African Empires like Ashanti, Old Oyo and Songhai; further south the Congo Empire and the Shona Empires of Mapungubwe and Great Zimbabwe were dominant.
Map showing Africa 1590-1800. Showing the way in which Africa was divided before colonization.
The arrival of European traders after 1490 would significantly alter Africa as those traders because ambitious and turned to colonization. Thus the Empires identified above were all destroyed by the influence of European powers. Colonization of foreign territories required significant force destroy the local political structures. The European powers thus tried to avoid too much conflict between themselves (they did not want to fight each other and the colonized populations at the same time). The new Scramble for Africa of the 1880’s could have created massive conflict between the major European powers. The Berlin Conference of 1884 was thus convened to help avoid an open war between the European colonial powers.
The Berlin Conference 1884
2. The Berlin Conference
By the 1880’s there was growing trade between Europe and Africa. There was also more competition between Britain, France, Germany and Belgium to control this trade. In order to control this trade, in some parts of Africa, Euorpean countries were:
- Building railway lines to link trading posts to inland areas
- Signing treaties with African chiefs to gain control over trade sending troops to protect their trading interests
- Starting to take over some areas of land.
Some European leaders began to think that the competition over Africa might lead to war between them. To prevent this, Bismark, the leader of Germany, invited the European countries with interests in Africa to conference in Berlin in 1884. The aim of the conference was to discuss ways of dividing up Africa peacefully.
Source A: Cartoon of Bismarck cutting up a cake that represents Africa
https://static.dw.com/image/18277179_401.jpg
Representatives form 15 countries attended the Berlin Conference but not a single African leader was invited to attend. The leaders who were there decided that certain European countries could control parts of Africa.
The first meeting of the Berlin Conference 1884
http://www.sahistory.org.za/sites/default/files/article/file%20attachment/wpe1.gif
The initial task of the conference was to agree that the Congo River and Niger River mouths and basins would be considered neutral and open to trade. Despite its neutrality, part of the Kongo Basin became a personal Kingdom (private property) for Belgium’s King Leopold II and under his rule, over half of the region’s population died. At the time of the conference, only the coastal areas of Africa were colonized by the European powers. At the Berlin Conference the European colonial powers scrambled to gain control over the Interior of the Continent. The conference lasted until February 26, 1885 – a three month period where colonial powers haggled over geometric boundaries in the interior of the continent, disregarding the cultural and linguistic boundaries already established by the Native Indigenous African population. What ultimately resulted was a hodgepodge of geometric boundaries that divided Africa into fifty irregular countries.
Map of Africa representing European colonization of Africa
https://worldhistoryleverett.files.wordpress.com/2016/03/africaafterthescramble.jpg
The Causes and Factors of Colonization
- The Causes of Colonization:
Some of the reasons why European countries wanted colonies in Africa were linked to the Industrial Revolution:
1 | Africa was place where Europe could see products | Factories in Europe were producing so much that the people in Europe could not buy all of it. Factory owners saw Africa as a place where they could sell the products from their factories. The colonies became a large new market for the manufactured goods.
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2 | Africa was a place where Europe could get raw materials | Many of the raw materials needed by the new factories did not grow in Europe. Europeans hoped to find them or grow them in Africa. The products they wanted were things like vegetable oils for soap, sisal for making rope, rubber, tea, coffee, cocoa, groundnuts, cotton and sugar.
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3 | Africa was a place where Europe could get mineral wealth | After the discovery of diamonds and gold in the Southern Africa, Europeans hoped to find valuable minerals in other parts of Africa as well.
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4 | Investors could make money in Africa | Business people in Europe thought that colonies were good places to invest money. They believed they would make more profits by investing in new developments in Africa rather than in Europe. Investment in an area often led to colonization.
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5 | Colonies could provide food and space | One of the results of the Industrial Revolution was a big increase in the population of Europe. There was not enough food or jobs for all of them. European governments wanted colonies to that they could grow more food supplies. They also wanted to encourage people from Europe to go and live in these colonies. This would help with the overcrowding and unemployment in Europe. |
http://www.sahistory.org.za/sites/default/files/article/file%20attachment/africa-powerpoint-map-natural-resources.png
Other reasons for colonisation:
The Industrial Revolution was not the only cause of the partition of Africa into colonies:
- At the time, European countries were proud of their growth and achievements. They competed for colonies, as a colonial empire was another way of showing their power. Sometimes they took over parts of Africa as colonies simply to prevent their rivals from doing so.
- European countries wanted some areas because of their strategic importance. This means that their position made them very valuable. An example is Egypt, after the Suez Canal was built, because it made it easier to reach Africa and Asia from Europe.
- Some colonies were established because of the actions of explorers and empire builders. An example is Cecil John Rhodes who wanted British control in Africa from the ‘Cape to Cairo’.
- Missionaries wanted to convert people to Christian religion. They thought that it would be easier to do this if there was law and order, so sometimes they encouraged their governments to take over an area.
(Bottaro et al p.119-121)
Source B
https://erenow.net/common/illustrated-history-of-railway/illustrated-history-of-railway.files/image190.jpg
- Factors Promoting the European Colonization of Africa;
The European countries were able to colonise African countries rapidly because there were rivalries between African leaders. These kings and chiefs were competing with each other to be the richest and most powerful within their tribes. During these rivalries, European leaders would take advantage of the situation and persuaded some leaders to be on their side to fight against other leaders. Natural disasters also played a big role in the rapid and easy colonisation of Africa. In 1895, a serious drought reached many regions in Africa which was caused by a sudden decline in rainfall. Hardly any crops were produced, and the food shortage which followed caused the death of many people and animals. The little crops that were produced were destroyed by a plague of locusts. In addition to this plague, the cattle plague broke out during the 1890’s which killed cattle, sheep and goats. This led to even more deaths of animals and people, and due to their physical and mental weakness, they were unable to fight against European powers.
European powers could easily take control of any source of land by using force and violence. They accomplished this by using more powerful weapons, and had the advantage of the newly invented machine gun called the Maxim gun which was invented in the 1880’s. This gun could fire eleven bullets per second, and outdid the weapons that the African forces had. African armies did not manage to get hold of European weapons because it was not sold to them. Thus Africans were at a military disadvantage. An outbreak of new diseases made an appearance during the late 1890’sand the first one was a range of smallpox epidemics. The Europeans who were already in Africa had developed immunity to these diseases due to past experiences of these outbreaks in Europe. The indigenous African population had no immunity or resistance to these diseases and thus weakened the African population. A large number of the African population thus died out, or became too weak to fight back.
Steam Boat showing better transport made colonisation possible
https://upload.wikimedia.org/wikipedia/commons/thumb/1/14/Hermann_von_Wissmann_1910.jpg/450px-Hermann_von_Wissmann_1910.jpg
Maxim Machine Gun – a better more powerful weapon that gave them an advantage.
https://pdjeliclark.files.wordpress.com/2013/11/the-maxim-gun-the-explorer-h-m-stanley.jpg
.........
Resources
The answers are there to see if the learners have understood the work, and can be answered through the notes in each section and the powerpoint.
You can use the Powerpoint for each section. Then there an activity sheet that needs to be done for each section.
Below are the attached resources:
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oercommons
|
2025-03-18T00:35:17.576493
|
Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80459/overview",
"title": "The Scramble for Africa",
"author": "Lecture Notes"
}
|
https://oercommons.org/courseware/lesson/15430/overview
|
Common Sense: From Monarchy to an American Republic
Overview
By the end of this section, you will be able to:
- Compare and contrast monarchy and republican government
- Describe the tenets of republicanism
While monarchies dominated eighteenth-century Europe, American revolutionaries were determined to find an alternative to this method of government. Radical pamphleteer Thomas Paine, whose enormously popular essay Common Sense was first published in January 1776, advocated a republic: a state without a king. Six months later, Jefferson’s Declaration of Independence affirmed the break with England but did not suggest what form of government should replace monarchy, the only system most English colonists had ever known. In the late eighteenth century, republics were few and far between. Genoa, Venice, and the Dutch Republic provided examples of states without monarchs, but many European Enlightenment thinkers questioned the stability of a republic. Nonetheless, after their break from Great Britain, Americans turned to republicanism for their new government.
REPUBLICANISM AS A POLITICAL PHILOSOPHY
Monarchy rests on the practice of dynastic succession, in which the monarch’s child or other relative inherits the throne. Contested dynastic succession produced chronic conflict and warfare in Europe. In the eighteenth century, well-established monarchs ruled most of Europe and, according to tradition, were obligated to protect and guide their subjects. However, by the mid-1770s, many American colonists believed that George III, the king of Great Britain, had failed to do so. Patriots believed the British monarchy under George III had been corrupted and the king turned into a tyrant who cared nothing for the traditional liberties afforded to members of the British Empire. The disaffection from monarchy explains why a republic appeared a better alternative to the revolutionaries.
American revolutionaries looked to the past for inspiration for their break with the British monarchy and their adoption of a republican form of government. The Roman Republic provided guidance. Much like the Americans in their struggle against Britain, Romans had thrown off monarchy and created a republic in which Roman citizens would appoint or select the leaders who would represent them.
Visit the Metropolitan Museum of Art to see a Roman-style bust of George Washington, complete with toga. In 1791, Italian sculptor Giuseppe Ceracchi visited Philadelphia, hoping the government might commission a monument of his creation. He did not succeed, but the bust of Washington, one of the ones he produced to demonstrate his skill, illustrates the connection between the American and Roman republics that revolutionaries made.
While republicanism offered an alternative to monarchy, it was also an alternative to democracy, a system of government characterized by majority rule, where the majority of citizens have the power to make decisions binding upon the whole. To many revolutionaries, especially wealthy landowners, merchants, and planters, democracy did not offer a good replacement for monarchy. Indeed, conservative Whigs defined themselves in opposition to democracy, which they equated with anarchy. In the tenth in a series of essays later known as The Federalist Papers, Virginian James Madison wrote: “Democracies have ever been spectacles of turbulence and contention; have ever been found incompatible with personal security or the rights of property; and have in general been as short in their lives as they have been violent in their deaths.” Many shared this perspective and worked hard to keep democratic tendencies in check. It is easy to understand why democracy seemed threatening: majority rule can easily overpower minority rights, and the wealthy few had reason to fear that a hostile and envious majority could seize and redistribute their wealth.
While many now assume the United States was founded as a democracy, history, as always, is more complicated. Conservative Whigs believed in government by a patrician class, a ruling group composed of a small number of privileged families. Radical Whigs favored broadening the popular participation in political life and pushed for democracy. The great debate after independence was secured centered on this question: Who should rule in the new American republic?
REPUBLICANISM AS A SOCIAL PHILOSOPHY
According to political theory, a republic requires its citizens to cultivate virtuous behavior; if the people are virtuous, the republic will survive. If the people become corrupt, the republic will fall. Whether republicanism succeeded or failed in the United States would depend on civic virtue and an educated citizenry. Revolutionary leaders agreed that the ownership of property provided one way to measure an individual’s virtue, arguing that property holders had the greatest stake in society and therefore could be trusted to make decisions for it. By the same token, non-property holders, they believed, should have very little to do with government. In other words, unlike a democracy, in which the mass of non-property holders could exercise the political right to vote, a republic would limit political rights to property holders. In this way, republicanism exhibited a bias toward the elite, a preference that is understandable given the colonial legacy. During colonial times, wealthy planters and merchants in the American colonies had looked to the British ruling class, whose social order demanded deference from those of lower rank, as a model of behavior. Old habits died hard.
Benjamin Franklin’s Thirteen Virtues for Character Development
In the 1780s, Benjamin Franklin carefully defined thirteen virtues to help guide his countrymen in maintaining a virtuous republic. His choice of thirteen is telling since he wrote for the citizens of the thirteen new American republics. These virtues were:
1. Temperance. Eat not to dullness; drink not to elevation.
2. Silence. Speak not but what may benefit others or yourself; avoid trifling conversation.
3. Order. Let all your things have their places; let each part of your business have its time.
4. Resolution. Resolve to perform what you ought; perform without fail what you resolve.
5. Frugality. Make no expense but to do good to others or yourself; i.e., waste nothing.
6. Industry. Lose no time; be always employ’d in something useful; cut off all unnecessary actions.
7. Sincerity. Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly.
8. Justice. Wrong none by doing injuries, or omitting the benefits that are your duty.
9. Moderation. Avoid extremes; forbear resenting injuries so much as you think they deserve.
10. Cleanliness. Tolerate no uncleanliness in body, cloaths, or habitation.
11. Tranquillity. Be not disturbed at trifles, or at accidents common or unavoidable.
12. Chastity. Rarely use venery but for health or offspring, never to dullness, weakness, or the injury of your own or another’s peace or reputation.
13. Humility. Imitate Jesus and Socrates.
Franklin’s thirteen virtues suggest that hard work and good behavior will bring success. What factors does Franklin ignore? How would he likely address a situation in which children inherit great wealth rather than working for it? How do Franklin’s values help to define the notion of republican virtue?
Check how well you are demonstrating all thirteen of Franklin’s virtues on thirteenvirtues.com, where you can register to track your progress.
George Washington served as a role model par excellence for the new republic, embodying the exceptional talent and public virtue prized under the political and social philosophy of republicanism. He did not seek to become the new king of America; instead he retired as commander in chief of the Continental Army and returned to his Virginia estate at Mount Vernon to resume his life among the planter elite. Washington modeled his behavior on that of the Roman aristocrat Cincinnatus, a representative of the patrician or ruling class, who had also retired from public service in the Roman Republic and returned to his estate to pursue agricultural life.
The aristocratic side of republicanism—and the belief that the true custodians of public virtue were those who had served in the military—found expression in the Society of the Cincinnati, of which Washington was the first president general (Figure). Founded in 1783, the society admitted only officers of the Continental Army and the French forces, not militia members or minutemen. Following the rule of primogeniture, the eldest sons of members inherited their fathers’ memberships. The society still exists today and retains the motto Omnia relinquit servare rempublicam (“He relinquished everything to save the Republic”).
Section Summary
The guiding principle of republicanism was that the people themselves would appoint or select the leaders who would represent them. The debate over how much democracy (majority rule) to incorporate in the governing of the new United States raised questions about who was best qualified to participate in government and have the right to vote. Revolutionary leaders argued that property holders had the greatest stake in society and favored a republic that would limit political rights to property holders. In this way, republicanism exhibited a bias toward the elite. George Washington served as a role model for the new republic, embodying the exceptional talent and public virtue prized in its political and social philosophy.
Review Questions
To what form of government did the American revolutionaries turn after the war for independence?
- republicanism
- monarchy
- democracy
- oligarchy
Hint:
A
Which of the following was not one of Franklin’s thirteen virtues?
- sincerity
- temperance
- mercy
- tranquility
Hint:
C
What defined republicanism as a social philosophy?
Hint:
Citizenship within a republic meant accepting certain rights and responsibilities as well as cultivating virtuous behavior. This philosophy was based on the notion that the success or failure of the republic depended upon the virtue or corruption of its citizens.
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oercommons
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2025-03-18T00:35:17.601362
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07/10/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/15430/overview",
"title": "U.S. History, Creating Republican Governments, 1776–1790, Common Sense: From Monarchy to an American Republic",
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https://oercommons.org/courseware/lesson/15419/overview
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Confronting the National Debt: The Aftermath of the French and Indian War
Overview
By the end of this section, you will be able to:
- Discuss the status of Great Britain’s North American colonies in the years directly following the French and Indian War
- Describe the size and scope of the British debt at the end of the French and Indian War
- Explain how the British Parliament responded to the debt crisis
- Outline the purpose of the Proclamation Line, the Sugar Act, and the Currency Act
Great Britain had much to celebrate in 1763. The long and costly war with France had finally ended, and Great Britain had emerged victorious. British subjects on both sides of the Atlantic celebrated the strength of the British Empire. Colonial pride ran high; to live under the British Constitution and to have defeated the hated French Catholic menace brought great joy to British Protestants everywhere in the Empire. From Maine to Georgia, British colonists joyously celebrated the victory and sang the refrain of “Rule, Britannia! Britannia, rule the waves! Britons never, never, never shall be slaves!”
Despite the celebratory mood, the victory over France also produced major problems within the British Empire, problems that would have serious consequences for British colonists in the Americas. During the war, many Indian tribes had sided with the French, who supplied them with guns. After the 1763 Treaty of Paris that ended the French and Indian War (or the Seven Years’ War), British colonists had to defend the frontier, where French colonists and their tribal allies remained a powerful force. The most organized resistance, Pontiac’s Rebellion, highlighted tensions the settlers increasingly interpreted in racial terms.
The massive debt the war generated at home, however, proved to be the most serious issue facing Great Britain. The frontier had to be secure in order to prevent another costly war. Greater enforcement of imperial trade laws had to be put into place. Parliament had to find ways to raise revenue to pay off the crippling debt from the war. Everyone would have to contribute their expected share, including the British subjects across the Atlantic.
PROBLEMS ON THE AMERICAN FRONTIER
With the end of the French and Indian War, Great Britain claimed a vast new expanse of territory, at least on paper. Under the terms of the Treaty of Paris, the French territory known as New France had ceased to exist. British territorial holdings now extended from Canada to Florida, and British military focus shifted to maintaining peace in the king’s newly enlarged lands. However, much of the land in the American British Empire remained under the control of powerful native confederacies, which made any claims of British mastery beyond the Atlantic coastal settlements hollow. Great Britain maintained ten thousand troops in North America after the war ended in 1763 to defend the borders and repel any attack by their imperial rivals.
British colonists, eager for fresh land, poured over the Appalachian Mountains to stake claims. The western frontier had long been a “middle ground” where different imperial powers (British, French, Spanish) had interacted and compromised with native peoples. That era of accommodation in the “middle ground” came to an end after the French and Indian War. Virginians (including George Washington) and other land-hungry colonists had already raised tensions in the 1740s with their quest for land. Virginia landowners in particular eagerly looked to diversify their holdings beyond tobacco, which had stagnated in price and exhausted the fertility of the lands along the Chesapeake Bay. They invested heavily in the newly available land. This westward movement brought the settlers into conflict as never before with Indian tribes, such as the Shawnee, Seneca-Cayuga, Wyandot, and Delaware, who increasingly held their ground against any further intrusion by white settlers.
The treaty that ended the war between France and Great Britain proved to be a significant blow to native peoples, who had viewed the conflict as an opportunity to gain additional trade goods from both sides. With the French defeat, many Indians who had sided with France lost a valued trading partner as well as bargaining power over the British. Settlers’ encroachment on their land, as well as the increased British military presence, changed the situation on the frontier dramatically. After the war, British troops took over the former French forts but failed to court favor with the local tribes by distributing ample gifts, as the French had done. They also significantly reduced the amount of gunpowder and ammunition they sold to the Indians, worsening relationships further.
Indians’ resistance to colonists drew upon the teachings of Delaware (Lenni Lenape) prophet Neolin and the leadership of Ottawa war chief Pontiac. Neolin was a spiritual leader who preached a doctrine of shunning European culture and expelling Europeans from native lands. Neolin’s beliefs united Indians from many villages. In a broad-based alliance that came to be known as Pontiac’s Rebellion, Pontiac led a loose coalition of these native tribes against the colonists and the British army.
Pontiac started bringing his coalition together as early as 1761, urging Indians to “drive [the Europeans] out and make war upon them.” The conflict began in earnest in 1763, when Pontiac and several hundred Ojibwas, Potawatomis, and Hurons laid siege to Fort Detroit. At the same time, Senecas, Shawnees, and Delawares laid siege to Fort Pitt. Over the next year, the war spread along the backcountry from Virginia to Pennsylvania. Pontiac’s Rebellion (also known as Pontiac’s War) triggered horrific violence on both sides. Firsthand reports of Indian attacks tell of murder, scalping, dismemberment, and burning at the stake. These stories incited a deep racial hatred among colonists against all Indians.
The actions of a group of Scots-Irish settlers from Paxton (or Paxtang), Pennsylvania, in December 1763, illustrates the deadly situation on the frontier. Forming a mob known as the Paxton Boys, these frontiersmen attacked a nearby group of Conestoga of the Susquehannock tribe. The Conestoga had lived peacefully with local settlers, but the Paxton Boys viewed all Indians as savages and they brutally murdered the six Conestoga they found at home and burned their houses. When Governor John Penn put the remaining fourteen Conestoga in protective custody in Lancaster, Pennsylvania, the Paxton Boys broke into the building and killed and scalped the Conestoga they found there (Figure). Although Governor Penn offered a reward for the capture of any Paxton Boys involved in the murders, no one ever identified the attackers. Some colonists reacted to the incident with outrage. Benjamin Franklin described the Paxton Boys as “the barbarous Men who committed the atrocious act, in Defiance of Government, of all Laws human and divine, and to the eternal Disgrace of their Country and Colour,” stating that “the Wickedness cannot be covered, the Guilt will lie on the whole Land, till Justice is done on the Murderers. The blood of the innocent will cry to heaven for vengeance.” Yet, as the inability to bring the perpetrators to justice clearly indicates, the Paxton Boys had many more supporters than critics.
Visit Explore PAhistory.com to read the full text of Benjamin Franklin’s “Benjamin Franklin, An Account of the Paxton Boys’ Murder of the Conestoga Indians, 1764.”
Pontiac’s Rebellion and the Paxton Boys’ actions were examples of early American race wars, in which both sides saw themselves as inherently different from the other and believed the other needed to be eradicated. The prophet Neolin’s message, which he said he received in a vision from the Master of Life, was: “Wherefore do you suffer the whites to dwell upon your lands? Drive them away; wage war against them.” Pontiac echoed this idea in a meeting, exhorting tribes to join together against the British: “It is important for us, my brothers, that we exterminate from our lands this nation which seeks only to destroy us.” In his letter suggesting “gifts” to the natives of smallpox-infected blankets, Field Marshal Jeffrey Amherst said, “You will do well to inoculate the Indians by means of blankets, as well as every other method that can serve to extirpate this execrable race.” Pontiac’s Rebellion came to an end in 1766, when it became clear that the French, whom Pontiac had hoped would side with his forces, would not be returning. The repercussions, however, would last much longer. Race relations between Indians and whites remained poisoned on the frontier.
Well aware of the problems on the frontier, the British government took steps to try to prevent bloodshed and another costly war. At the beginning of Pontiac’s uprising, the British issued the Proclamation of 1763, which forbade white settlement west of the Proclamation Line, a borderline running along the spine of the Appalachian Mountains (Figure). The Proclamation Line aimed to forestall further conflict on the frontier, the clear flashpoint of tension in British North America. British colonists who had hoped to move west after the war chafed at this restriction, believing the war had been fought and won to ensure the right to settle west. The Proclamation Line therefore came as a setback to their vision of westward expansion.
THE BRITISH NATIONAL DEBT
Great Britain’s newly enlarged empire meant a greater financial burden, and the mushrooming debt from the war was a major cause of concern. The war nearly doubled the British national debt, from £75 million in 1756 to £133 million in 1763. Interest payments alone consumed over half the national budget, and the continuing military presence in North America was a constant drain. The Empire needed more revenue to replenish its dwindling coffers. Those in Great Britain believed that British subjects in North America, as the major beneficiaries of Great Britain’s war for global supremacy, should certainly shoulder their share of the financial burden.
The British government began increasing revenues by raising taxes at home, even as various interest groups lobbied to keep their taxes low. Powerful members of the aristocracy, well represented in Parliament, successfully convinced Prime Minister John Stuart, third earl of Bute, to refrain from raising taxes on land. The greater tax burden, therefore, fell on the lower classes in the form of increased import duties, which raised the prices of imported goods such as sugar and tobacco. George Grenville succeeded Bute as prime minister in 1763. Grenville determined to curtail government spending and make sure that, as subjects of the British Empire, the American colonists did their part to pay down the massive debt.
IMPERIAL REFORMS
The new era of greater British interest in the American colonies through imperial reforms picked up in pace in the mid-1760s. In 1764, Prime Minister Grenville introduced the Currency Act of 1764, prohibiting the colonies from printing additional paper money and requiring colonists to pay British merchants in gold and silver instead of the colonial paper money already in circulation. The Currency Act aimed to standardize the currency used in Atlantic trade, a logical reform designed to help stabilize the Empire’s economy. This rule brought American economic activity under greater British control. Colonists relied on their own paper currency to conduct trade and, with gold and silver in short supply, they found their finances tight. Not surprisingly, they grumbled about the new imperial currency regulations.
Grenville also pushed Parliament to pass the Sugar Act of 1764, which actually lowered duties on British molasses by half, from six pence per gallon to three. Grenville designed this measure to address the problem of rampant colonial smuggling with the French sugar islands in the West Indies. The act attempted to make it easier for colonial traders, especially New England mariners who routinely engaged in illegal trade, to comply with the imperial law.
To give teeth to the 1764 Sugar Act, the law intensified enforcement provisions. Prior to the 1764 act, colonial violations of the Navigation Acts had been tried in local courts, where sympathetic colonial juries refused to convict merchants on trial. However, the Sugar Act required violators to be tried in vice-admiralty courts. These crown-sanctioned tribunals, which settled disputes that occurred at sea, operated without juries. Some colonists saw this feature of the 1764 act as dangerous. They argued that trial by jury had long been honored as a basic right of Englishmen under the British Constitution. To deprive defendants of a jury, they contended, meant reducing liberty-loving British subjects to political slavery. In the British Atlantic world, some colonists perceived this loss of liberty as parallel to the enslavement of Africans.
As loyal British subjects, colonists in America cherished their Constitution, an unwritten system of government that they celebrated as the best political system in the world. The British Constitution prescribed the roles of the King, the House of Lords, and the House of Commons. Each entity provided a check and balance against the worst tendencies of the others. If the King had too much power, the result would be tyranny. If the Lords had too much power, the result would be oligarchy. If the Commons had the balance of power, democracy or mob rule would prevail. The British Constitution promised representation of the will of British subjects, and without such representation, even the indirect tax of the Sugar Act was considered a threat to the settlers’ rights as British subjects. Furthermore, some American colonists felt the colonies were on equal political footing with Great Britain. The Sugar Act meant they were secondary, mere adjuncts to the Empire. All subjects of the British crown knew they had liberties under the constitution. The Sugar Act suggested that some in Parliament labored to deprive them of what made them uniquely British.
Section Summary
The British Empire had gained supremacy in North America with its victory over the French in 1763. Almost all of the North American territory east of the Mississippi fell under Great Britain’s control, and British leaders took this opportunity to try to create a more coherent and unified empire after decades of lax oversight. Victory over the French had proved very costly, and the British government attempted to better regulate their expanded empire in North America. The initial steps the British took in 1763 and 1764 raised suspicions among some colonists about the intent of the home government. These suspicions would grow and swell over the coming years.
Review Questions
Which of the following was a cause of the British National Debt in 1763?
- drought in Great Britain
- the French and Indian War
- the continued British military presence in the American colonies
- both B and C
Hint:
D
What was the main purpose of the Sugar Act of 1764?
- It raised taxes on sugar.
- It raised taxes on molasses.
- It strengthened enforcement of molasses smuggling laws.
- It required colonists to purchase only sugar distilled in Great Britain.
Hint:
C
What did British colonists find so onerous about the acts that Prime Minister Grenville passed?
Hint:
The Currency Act required colonists to pay British merchants in gold and silver instead of colonial paper money. With gold and silver in short supply, this put a strain on colonists’ finances. The Sugar Act curtailed smuggling, angering merchants, and imposed stricter enforcement. Many colonists feared the loss of liberty with trials without juries as mandated by the Sugar Act.
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oercommons
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2025-03-18T00:35:17.628539
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07/10/2017
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"title": "U.S. History, Imperial Reforms and Colonial Protests, 1763-1774, Confronting the National Debt: The Aftermath of the French and Indian War",
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https://oercommons.org/courseware/lesson/15437/overview
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Partisan Politics
Overview
By the end of this section, you will be able to:
- Identify key examples of partisan wrangling between the Federalists and Democratic-Republicans
- Describe how foreign relations affected American politics
- Assess the importance of the Louisiana Purchase
George Washington, who had been reelected in 1792 by an overwhelming majority, refused to run for a third term, thus setting a precedent for future presidents. In the presidential election of 1796, the two parties—Federalist and Democratic-Republican—competed for the first time. Partisan rancor over the French Revolution and the Whiskey Rebellion fueled the divide between them, and Federalist John Adams defeated his Democratic-Republican rival Thomas Jefferson by a narrow margin of only three electoral votes. In 1800, another close election swung the other way, and Jefferson began a long period of Democratic-Republican government.
THE PRESIDENCY OF JOHN ADAMS
The war between Great Britain and France in the 1790s shaped U.S. foreign policy. As a new and, in comparison to the European powers, extremely weak nation, the American republic had no control over European events, and no real leverage to obtain its goals of trading freely in the Atlantic. To Federalist president John Adams, relations with France posed the biggest problem. After the Terror, the French Directory ruled France from 1795 to 1799. During this time, Napoleon rose to power.
The Art of Ralph Earl
Ralph Earl was an eighteenth-century American artist, born in Massachusetts, who remained loyal to the British during the Revolutionary War. He fled to England in 1778, but he returned to New England in the mid-1780s and began painting portraits of leading Federalists.
His portrait of Connecticut Federalist Oliver Ellsworth and his wife Abigail conveys the world as Federalists liked to view it: an orderly landscape administered by men of property and learning. His portrait of dry goods merchant Elijah Boardman shows Boardman as well-to-do and highly cultivated; his books include the works of Shakespeare and Milton (Figure).
What similarities do you see in the two portraits by Ralph Earl? What do the details of each portrait reveal about the sitters? About the artist and the 1790s?
Because France and Great Britain were at war, the French Directory issued decrees stating that any ship carrying British goods could be seized on the high seas. In practice, this meant the French would target American ships, especially those in the West Indies, where the United States conducted a brisk trade with the British. France declared its 1778 treaty with the United States null and void, and as a result, France and the United States waged an undeclared war—or what historians refer to as the Quasi-War—from 1796 to 1800. Between 1797 and 1799, the French seized 834 American ships, and Adams urged the buildup of the U.S. Navy, which consisted of only a single vessel at the time of his election in 1796 (Figure).
In 1797, Adams sought a diplomatic solution to the conflict with France and dispatched envoys to negotiate terms. The French foreign minister, Charles-Maurice de Talleyrand, sent emissaries who told the American envoys that the United States must repay all outstanding debts owed to France, lend France 32 million guilders (Dutch currency), and pay a £50,000 bribe before any negotiations could take place. News of the attempt to extract a bribe, known as the XYZ affair because the French emissaries were referred to as X, Y, and Z in letters that President Adams released to Congress, outraged the American public and turned public opinion decidedly against France (Figure). In the court of public opinion, Federalists appeared to have been correct in their interpretation of France, while the pro-French Democratic-Republicans had been misled.
Read the “transcript” of the above cartoon in the America in Caricature, 1765–1865 collection at Indiana University’s Lilly Library.
The complicated situation in Haiti, which remained a French colony in the late 1790s, also came to the attention of President Adams. The president, with the support of Congress, had created a U.S. Navy that now included scores of vessels. Most of the American ships cruised the Caribbean, giving the United States the edge over France in the region. In Haiti, the rebellion leader Toussaint, who had to contend with various domestic rivals seeking to displace him, looked to end an U.S. embargo on France and its colonies, put in place in 1798, so that his forces would receive help to deal with the civil unrest. In early 1799, in order to capitalize upon trade in the lucrative West Indies and undermine France’s hold on the island, Congress ended the ban on trade with Haiti—a move that acknowledged Toussaint’s leadership, to the horror of American slaveholders. Toussaint was able to secure an independent black republic in Haiti by 1804.
THE ALIEN AND SEDITION ACTS
The surge of animosity against France during the Quasi-War led Congress to pass several measures that in time undermined Federalist power. These 1798 war measures, known as the Alien and Sedition Acts, aimed to increase national security against what most had come to regard as the French menace. The Alien Act and the Alien Enemies Act took particular aim at French immigrants fleeing the West Indies by giving the president the power to deport new arrivals who appeared to be a threat to national security. The act expired in 1800 with no immigrants having been deported. The Sedition Act imposed harsh penalties—up to five years’ imprisonment and a massive fine of $5,000 in 1790 dollars—on those convicted of speaking or writing “in a scandalous or malicious” manner against the government of the United States. Twenty-five men, all Democratic-Republicans, were indicted under the act, and ten were convicted. One of these was Congressman Matthew Lyon (Figure), representative from Vermont, who had launched his own newspaper, The Scourge Of Aristocracy and Repository of Important Political Truth.
The Alien and Sedition Acts raised constitutional questions about the freedom of the press provided under the First Amendment. Democratic-Republicans argued that the acts were evidence of the Federalists’ intent to squash individual liberties and, by enlarging the powers of the national government, crush states’ rights. Jefferson and Madison mobilized the response to the acts in the form of statements known as the Virginia and Kentucky Resolutions, which argued that the acts were illegal and unconstitutional. The resolutions introduced the idea of nullification, the right of states to nullify acts of Congress, and advanced the argument of states’ rights. The resolutions failed to rally support in other states, however. Indeed, most other states rejected them, citing the necessity of a strong national government.
The Quasi-War with France came to an end in 1800, when President Adams was able to secure the Treaty of Mortefontaine. His willingness to open talks with France divided the Federalist Party, but the treaty reopened trade between the two countries and ended the French practice of taking American ships on the high seas.
THE REVOLUTION OF 1800 AND THE PRESIDENCY OF THOMAS JEFFERSON
The Revolution of 1800 refers to the first transfer of power from one party to another in American history, when the presidency passed to Democratic-Republican Thomas Jefferson (Figure) in the 1800 election. The peaceful transition calmed contemporary fears about possible violent reactions to a new party’s taking the reins of government. The passing of political power from one political party to another without bloodshed also set an important precedent.
The election did prove even more divisive than the 1796 election, however, as both the Federalist and Democratic-Republican Parties waged a mudslinging campaign unlike any seen before. Because the Federalists were badly divided, the Democratic-Republicans gained political ground. Alexander Hamilton, who disagreed with President Adams’s approach to France, wrote a lengthy letter, meant for people within his party, attacking his fellow Federalist’s character and judgment and ridiculing his handling of foreign affairs. Democratic-Republicans got hold of and happily reprinted the letter.
Jefferson viewed participatory democracy as a positive force for the republic, a direct departure from Federalist views. His version of participatory democracy only extended, however, to the white yeoman farmers in whom Jefferson placed great trust. While Federalist statesmen, like the architects of the 1787 federal constitution, feared a pure democracy, Jefferson was far more optimistic that the common American farmer could be trusted to make good decisions. He believed in majority rule, that is, that the majority of yeoman should have the power to make decisions binding upon the whole. Jefferson had cheered the French Revolution, even when the French republic instituted the Terror to ensure the monarchy would not return. By 1799, however, he had rejected the cause of France because of his opposition to Napoleon’s seizure of power and creation of a dictatorship.
Over the course of his two terms as president—he was reelected in 1804—Jefferson reversed the policies of the Federalist Party by turning away from urban commercial development. Instead, he promoted agriculture through the sale of western public lands in small and affordable lots. Perhaps Jefferson’s most lasting legacy is his vision of an “empire of liberty.” He distrusted cities and instead envisioned a rural republic of land-owning white men, or yeoman republican farmers. He wanted the United States to be the breadbasket of the world, exporting its agricultural commodities without suffering the ills of urbanization and industrialization. Since American yeomen would own their own land, they could stand up against those who might try to buy their votes with promises of property. Jefferson championed the rights of states and insisted on limited federal government as well as limited taxes. This stood in stark contrast to the Federalists’ insistence on a strong, active federal government. Jefferson also believed in fiscal austerity. He pushed for—and Congress approved—the end of all internal taxes, such as those on whiskey and rum. The most significant trimming of the federal budget came at the expense of the military; Jefferson did not believe in maintaining a costly military, and he slashed the size of the navy Adams had worked to build up. Nonetheless, Jefferson responded to the capture of American ships and sailors by pirates off the coast of North Africa by leading the United States into war against the Muslim Barbary States in 1801, the first conflict fought by Americans overseas.
The slow decline of the Federalists, which began under Jefferson, led to a period of one-party rule in national politics. Historians call the years between 1815 and 1828 the “Era of Good Feelings” and highlight the “Virginia dynasty” of the time, since the two presidents who followed Jefferson—James Madison and James Monroe—both hailed from his home state. Like him, they owned slaves and represented the Democratic-Republican Party. Though Federalists continued to enjoy popularity, especially in the Northeast, their days of prominence in setting foreign and domestic policy had ended.
PARTISAN ACRIMONY
The earliest years of the nineteenth century were hardly free of problems between the two political parties. Early in Jefferson’s term, controversy swirled over President Adams’s judicial appointments of many Federalists during his final days in office. When Jefferson took the oath of office, he refused to have the commissions for these Federalist justices delivered to the appointed officials.
One of Adams’s appointees, William Marbury, had been selected to be a justice of the peace in the District of Columbia, and when his commission did not arrive, he petitioned the Supreme Court for an explanation from Jefferson’s secretary of state, James Madison. In deciding the case, Marbury v. Madison, in 1803, Chief Justice John Marshall agreed that Marbury had the right to a legal remedy, establishing that individuals had rights even the president of the United States could not abridge. However, Marshall also found that Congress’s Judicial Act of 1789, which would have given the Supreme Court the power to grant Marbury remedy, was unconstitutional because the Constitution did not allow for cases like Marbury’s to come directly before the Supreme Court. Thus, Marshall established the principle of judicial review, which strengthened the court by asserting its power to review (and possibly nullify) the actions of Congress and the president. Jefferson was not pleased, but neither did Marbury get his commission.
The animosity between the political parties exploded into open violence in 1804, when Aaron Burr, Jefferson’s first vice president, and Alexander Hamilton engaged in a duel. When Democratic-Republican Burr lost his bid for the office of governor of New York, he was quick to blame Hamilton, who had long hated him and had done everything in his power to discredit him. On July 11, the two antagonists met in Weehawken, New Jersey, to exchange bullets in a duel in which Burr shot and mortally wounded Hamilton.
THE LOUISIANA PURCHASE
Jefferson, who wanted to expand the United States to bring about his “empire of liberty,” realized his greatest triumph in 1803 when the United States bought the Louisiana territory from France. For $15 million—a bargain price, considering the amount of land involved—the United States doubled in size. Perhaps the greatest real estate deal in American history, the Louisiana Purchase greatly enhanced the Jeffersonian vision of the United States as an agrarian republic in which yeomen farmers worked the land. Jefferson also wanted to bolster trade in the West, seeing the port of New Orleans and the Mississippi River (then the western boundary of the United States) as crucial to American agricultural commerce. In his mind, farmers would send their produce down the Mississippi River to New Orleans, where it would be sold to European traders.
The purchase of Louisiana came about largely because of circumstances beyond Jefferson’s control, though he certainly recognized the implications of the transaction. Until 1801, Spain had controlled New Orleans and had given the United States the right to traffic goods in the port without paying customs duties. That year, however, the Spanish had ceded Louisiana (and New Orleans) to France. In 1802, the United States lost its right to deposit goods free in the port, causing outrage among many, some of whom called for war with France.
Jefferson instructed Robert Livingston, the American envoy to France, to secure access to New Orleans, sending James Monroe to France to add additional pressure. The timing proved advantageous. Because black slaves in the French colony of Haiti had successfully overthrown the brutal plantation regime, Napoleon could no longer hope to restore the empire lost with France’s defeat in the French and Indian War (1754–1763). His vision of Louisiana and the Mississippi Valley as the source for food for Haiti, the most profitable sugar island in the world, had failed. The emperor therefore agreed to the sale in early 1803.
Explore the collected maps and documents relating to the Louisiana Purchase and its history at the Library of Congress site.
The true extent of the United States’ new territory remained unknown (Figure). Would it provide the long-sought quick access to Asian markets? Geographical knowledge was limited; indeed, no one knew precisely what lay to the west or how long it took to travel from the Mississippi to the Pacific. Jefferson selected two fellow Virginians, Meriwether Lewis and William Clark, to lead an expedition to the new western lands. Their purpose was to discover the commercial possibilities of the new land and, most importantly, potential trade routes. From 1804 to 1806, Lewis and Clark traversed the West.
The Louisiana Purchase helped Jefferson win reelection in 1804 by a landslide. Of 176 electoral votes cast, all but 14 were in his favor. The great expansion of the United States did have its critics, however, especially northerners who feared the addition of more slave states and a corresponding lack of representation of their interests in the North. And under a strict interpretation of the Constitution, it remained unclear whether the president had the power to add territory in this fashion. But the vast majority of citizens cheered the increase in the size of the republic. For slaveholders, new western lands would be a boon; for slaves, the Louisiana Purchase threatened to entrench their suffering further.
Section Summary
Partisan politics dominated the American political scene at the close of the eighteenth century. The Federalists’ and Democratic-Republicans’ views of the role of government were in direct opposition to each other, and the close elections of 1796 and 1801 show how the nation grappled with these opposing visions. The high tide of the Federalist Party came after the election of 1796, when the United States engaged in the Quasi-War with France. The issues arising from the Quasi-War gave Adams and the Federalists license to expand the powers of the federal government. However, the tide turned with the close election of 1800, when Jefferson began an administration based on Democratic-Republican ideals. A major success of Jefferson’s administration was the Louisiana Purchase of 1803, which helped to fulfill his vision of the United States as an agrarian republic.
Review Questions
What was the primary issue of Adams’s presidency?
- war with Spain
- relations with the native population
- infighting within the Federalist Party
- relations with France
Hint:
D
Which of the following events is not an example of partisan acrimony?
- the jailing of Matthew Lyon
- the XYZ affair
- the Marbury v. Madison case
- the Hamilton-Burr duel
Hint:
B
What was the importance of the Louisiana Purchase?
- It gave the United States control of the port of New Orleans for trade.
- It opened up the possibility of quick trade routes to Asia.
- It gave the United States political leverage against the Spanish.
- It provided Napoleon with an impetus to restore France’s empire.
Hint:
A
How did U.S. relations with France influence events at the end of the eighteenth century?
Hint:
Relations with France were strongly tied to political events in the United States. Whereas the Federalists had roundly condemned the French revolutionaries for their excesses, the Democratic-Republicans applauded the rallying cries of liberty and equality. Relations with the French also led the Federalists to pass the Alien and Sedition Acts during the Adams administration, which many saw as a violation of the First Amendment.
Why do historians refer to the election of Thomas Jefferson as the Revolution of 1800?
Hint:
The election was considered a revolution because, for the first time in American history, political power passed from one party to another. Jefferson’s presidency was a departure from the Federalist administrations of Washington and Adams, who had favored the commercial class and urban centers of the country. The Democratic-Republican vision increased states’ rights and limited the power of the federal government, lowering taxes and slashing the military, which Adams had built up.
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oercommons
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2025-03-18T00:35:17.662260
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07/10/2017
|
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https://oercommons.org/courseware/lesson/15440/overview
|
Early Industrialization in the Northeast
Overview
By the end of this section, you will be able to:
- Explain the role of the putting-out system in the rise of industrialization
- Understand industrialization’s impact on the nature of production and work
- Describe the effect of industrialization on consumption
- Identify the goals of workers’ organizations like the Working Men’s Party
Northern industrialization expanded rapidly following the War of 1812. Industrialized manufacturing began in New England, where wealthy merchants built water-powered textile mills (and mill towns to support them) along the rivers of the Northeast. These mills introduced new modes of production centralized within the confines of the mill itself. As never before, production relied on mechanized sources with water power, and later steam, to provide the force necessary to drive machines. In addition to the mechanization and centralization of work in the mills, specialized, repetitive tasks assigned to wage laborers replaced earlier modes of handicraft production done by artisans at home. The operations of these mills irrevocably changed the nature of work by deskilling tasks, breaking down the process of production to its most basic, elemental parts. In return for their labor, the workers, who at first were young women from rural New England farming families, received wages. From its origin in New England, manufacturing soon spread to other regions of the United States.
FROM ARTISANS TO WAGE WORKERS
During the seventeenth and eighteenth centuries, artisans—skilled, experienced craft workers—produced goods by hand. The production of shoes provides a good example. In colonial times, people bought their shoes from master shoemakers, who achieved their status by living and working as apprentices under the rule of an older master artisan. An apprenticeship would be followed by work as a journeyman (a skilled worker without his own shop). After sufficient time as a journeyman, a shoemaker could at last set up his own shop as a master artisan. People came to the shop, usually attached to the back of the master artisan’s house, and there the shoemaker measured their feet in order to cut and stitch together an individualized product for each customer.
In the late eighteenth and early nineteenth century, merchants in the Northeast and elsewhere turned their attention as never before to the benefits of using unskilled wage labor to make a greater profit by reducing labor costs. They used the putting-out system, which the British had employed at the beginning of their own Industrial Revolution, whereby they hired farming families to perform specific tasks in the production process for a set wage. In the case of shoes, for instance, American merchants hired one group of workers to cut soles into standardized sizes. A different group of families cut pieces of leather for the uppers, while still another was employed to stitch the standardized parts together.
This process proved attractive because it whittled production costs. The families who participated in the putting-out system were not skilled artisans. They had not spent years learning and perfecting their craft and did not have ambitious journeymen to pay. Therefore, they could not demand—and did not receive—high wages. Most of the year they tended fields and orchards, ate the food that they produced, and sold the surplus. Putting-out work proved a welcome source of extra income for New England farm families who saw their profits dwindle from new competition from midwestern farms with higher-yield lands.
Much of this part-time production was done under contract to merchants. Some farming families engaged in shoemaking (or shoe assemblage), as noted above. Many made brooms, plaited hats from straw or palm leaves (which merchants imported from Cuba and the West Indies), crafted furniture, made pottery, or wove baskets. Some, especially those who lived in Connecticut, made parts for clocks. The most common part-time occupation, however, was the manufacture of textiles. Farm women spun woolen thread and wove fabric. They also wove blankets, made rugs, and knit stockings. All this manufacturing took place on the farm, giving farmers and their wives control over the timing and pace of their labor. Their domestic productivity increased the quantity of goods available for sale in country towns and nearby cities.
THE RISE OF MANUFACTURING
In the late 1790s and early 1800s, Great Britain boasted the most advanced textile mills and machines in the world, and the United States continued to rely on Great Britain for finished goods. Great Britain hoped to maintain its economic advantage over its former colonies in North America. So, in an effort to prevent the knowledge of advanced manufacturing from leaving the Empire, the British banned the emigration of mechanics, skilled workers who knew how to build and repair the latest textile machines.
Some skilled British mechanics, including Samuel Slater, managed to travel to the United States in the hopes of profiting from their knowledge and experience with advanced textile manufacturing. Slater (Figure) understood the workings of the latest water-powered textile mills, which British industrialist Richard Arkwright had pioneered. In the 1790s in Pawtucket, Rhode Island, Slater convinced several American merchants, including the wealthy Providence industrialist Moses Brown, to finance and build a water-powered cotton mill based on the British models. Slater’s knowledge of both technology and mill organization made him the founder of the first truly successful cotton mill in the United States.
The success of Slater and his partners Smith Brown and William Almy, relatives of Moses Brown, inspired others to build additional mills in Rhode Island and Massachusetts. By 1807, thirteen more mills had been established. President Jefferson’s embargo on British manufactured goods from late 1807 to early 1809 (discussed in a previous chapter) spurred more New England merchants to invest in industrial enterprises. By 1812, seventy-eight new textile mills had been built in rural New England towns. More than half turned out woolen goods, while the rest produced cotton cloth.
Slater’s mills and those built in imitation of his were fairly small, employing only seventy people on average. Workers were organized the way that they had been in English factories, in family units. Under the “Rhode Island system,” families were hired. The father was placed in charge of the family unit, and he directed the labor of his wife and children. Instead of being paid in cash, the father was given “credit” equal to the extent of his family’s labor that could be redeemed in the form of rent (of company-owned housing) or goods from the company-owned store.
The Embargo of 1807 and the War of 1812 played a pivotal role in spurring industrial development in the United States. Jefferson’s embargo prevented American merchants from engaging in the Atlantic trade, severely cutting into their profits. The War of 1812 further compounded the financial woes of American merchants. The acute economic problems led some New England merchants, including Francis Cabot Lowell, to cast their gaze on manufacturing. Lowell had toured English mills during a stay in Great Britain. He returned to Massachusetts having memorized the designs for the advanced textile machines he had seen in his travels, especially the power loom, which replaced individual hand weavers. Lowell convinced other wealthy merchant families to invest in the creation of new mill towns. In 1813, Lowell and these wealthy investors, known as the Boston Associates, created the Boston Manufacturing Company. Together they raised $400,000 and, in 1814, established a textile mill in Waltham and a second one in the same town shortly thereafter (Figure).
At Waltham, cotton was carded and drawn into coarse strands of cotton fibers called rovings. The rovings were then spun into yarn, and the yarn woven into cotton cloth. Yarn no longer had to be put out to farm families for further processing. All the work was now performed at a central location—the factory.
The work in Lowell’s mills was both mechanized and specialized. Specialization meant the work was broken down into specific tasks, and workers repeatedly did the one task assigned to them in the course of a day. As machines took over labor from humans and people increasingly found themselves confined to the same repetitive step, the process of deskilling began.
The Boston Associates’ mills, which each employed hundreds of workers, were located in company towns, where the factories and worker housing were owned by a single company. This gave the owners and their agents control over their workers. The most famous of these company towns was Lowell, Massachusetts. The new town was built on land the Boston Associates purchased in 1821 from the village of East Chelmsford at the falls of the Merrimack River, north of Boston. The mill buildings themselves were constructed of red brick with large windows to let in light. Company-owned boarding houses to shelter employees were constructed near the mills. The mill owners planted flowers and trees to maintain the appearance of a rural New England town and to forestall arguments, made by many, that factory work was unnatural and unwholesome.
In contrast to many smaller mills, the Boston Associates’ enterprises avoided the Rhode Island system, preferring individual workers to families. These employees were not difficult to find. The competition New England farmers faced from farmers now settling in the West, and the growing scarcity of land in population-dense New England, had important implications for farmers’ children. Realizing their chances of inheriting a large farm or receiving a substantial dowry were remote, these teenagers sought other employment opportunities, often at the urging of their parents. While young men could work at a variety of occupations, young women had more limited options. The textile mills provided suitable employment for the daughters of Yankee farm families.
Needing to reassure anxious parents that their daughters’ virtue would be protected and hoping to avoid what they viewed as the problems of industrialization—filth and vice—the Boston Associates established strict rules governing the lives of these young workers. The women lived in company-owned boarding houses to which they paid a portion of their wages. They woke early at the sound of a bell and worked a twelve-hour day during which talking was forbidden. They could not swear or drink alcohol, and they were required to attend church on Sunday. Overseers at the mills and boarding-house keepers kept a close eye on the young women’s behavior; workers who associated with people of questionable reputation or acted in ways that called their virtue into question lost their jobs and were evicted.
Michel Chevalier on Mill Worker Rules and Wages
In the 1830s, the French government sent engineer and economist Michel Chevalier to study industrial and financial affairs in Mexico and the United States. In 1839, he published Society, Manners, and Politics in the United States, in which he recorded his impressions of the Lowell textile mills. In the excerpt below, Chevalier describes the rules and wages of the Lawrence Company in 1833.
All persons employed by the Company must devote themselves assiduously to their duty during working-hours. They must be capable of doing the work which they undertake, or use all their efforts to this effect. They must on all occasions, both in their words and in their actions, show that they are penetrated by a laudable love of temperance and virtue, and animated by a sense of their moral and social obligations. The Agent of the Company shall endeavour to set to all a good example in this respect. Every individual who shall be notoriously dissolute, idle, dishonest, or intemperate, who shall be in the practice of absenting himself from divine service, or shall violate the Sabbath, or shall be addicted to gaming, shall be dismissed from the service of the Company. . . . All ardent spirits are banished from the Company’s grounds, except when prescribed by a physician. All games of hazard and cards are prohibited within their limits and in the boarding-houses.
Weekly wages were as follows:
For picking and carding, $2.78 to $3.10
For spinning, $3.00
For weaving, $3.10 to $3.12
For warping and sizing, $3.45 to $4.00
For measuring and folding, $3.12
What kind of world were the factory owners trying to create with these rules? How do you think those who believed all white people were born free and equal would react to them?
Visit the Textile Industry History site to explore the mills of New England through its collection of history, images, and ephemera.
The mechanization of formerly handcrafted goods, and the removal of production from the home to the factory, dramatically increased output of goods. For example, in one nine-month period, the numerous Rhode Island women who spun yarn into cloth on hand looms in their homes produced a total of thirty-four thousand yards of fabrics of different types. In 1855, the women working in just one of Lowell’s mechanized mills produced more than forty-three thousand yards.
The Boston Associates’ cotton mills quickly gained a competitive edge over the smaller mills established by Samuel Slater and those who had imitated him. Their success prompted the Boston Associates to expand. In Massachusetts, in addition to Lowell, they built new mill towns in Chicopee, Lawrence, and Holyoke. In New Hampshire, they built them in Manchester, Dover, and Nashua. And in Maine, they built a large mill in Saco on the Saco River. Other entrepreneurs copied them. By the time of the Civil War, 878 textile factories had been built in New England. All together, these factories employed more than 100,000 people and produced more than 940 million yards of cloth.
Success in New England was repeated elsewhere. Small mills, more like those in Rhode Island than those in northern Massachusetts, New Hampshire, and Maine, were built in New York, Delaware, and Pennsylvania. By midcentury, three hundred textile mills were located in and near Philadelphia. Many produced specialty goods, such as silks and printed fabrics, and employed skilled workers, including people working in their own homes. Even in the South, the region that otherwise relied on slave labor to produce the very cotton that fed the northern factory movement, more than two hundred textile mills were built. Most textiles, however, continued to be produced in New England before the Civil War.
Alongside the production of cotton and woolen cloth, which formed the backbone of the Industrial Revolution in the United States as in Britain, other crafts increasingly became mechanized and centralized in factories in the first half of the nineteenth century. Shoe making, leather tanning, papermaking, hat making, clock making, and gun making had all become mechanized to one degree or another by the time of the Civil War. Flour milling, because of the inventions of Oliver Evans (Figure), had become almost completely automated and centralized by the early decades of the nineteenth century. So efficient were Evans-style mills that two employees were able to do work that had originally required five, and mills using Evans’s system spread throughout the mid-Atlantic states.
THE RISE OF CONSUMERISM
At the end of the eighteenth century, most American families lived in candlelit homes with bare floors and unadorned walls, cooked and warmed themselves over fireplaces, and owned few changes of clothing. All manufactured goods were made by hand and, as a result, were usually scarce and fairly expensive.
The automation of the manufacturing process changed that, making consumer goods that had once been thought of as luxury items widely available for the first time. Now all but the very poor could afford the necessities and some of the small luxuries of life. Rooms were lit by oil lamps, which gave brighter light than candles. Homes were heated by parlor stoves, which allowed for more privacy; people no longer needed to huddle together around the hearth. Iron cookstoves with multiple burners made it possible for housewives to prepare more elaborate meals. Many people could afford carpets and upholstered furniture, and even farmers could decorate their homes with curtains and wallpaper. Clocks, which had once been quite expensive, were now within the reach of most ordinary people.
THE WORK EXPERIENCE TRANSFORMED
As production became mechanized and relocated to factories, the experience of workers underwent significant changes. Farmers and artisans had controlled the pace of their labor and the order in which things were done. If an artisan wanted to take the afternoon off, he could. If a farmer wished to rebuild his fence on Thursday instead of on Wednesday, he could. They conversed and often drank during the workday. Indeed, journeymen were often promised alcohol as part of their wages. One member of the group might be asked to read a book or a newspaper aloud to the others. In the warm weather, doors and windows might be opened to the outside, and work stopped when it was too dark to see.
Work in factories proved to be quite different. Employees were expected to report at a certain time, usually early in the morning, and to work all day. They could not leave when they were tired or take breaks other than at designated times. Those who arrived late found their pay docked; five minutes’ tardiness could result in several hours’ worth of lost pay, and repeated tardiness could result in dismissal. The monotony of repetitive tasks made days particularly long. Hours varied according to the factory, but most factory employees toiled ten to twelve hours a day, six days a week. In the winter, when the sun set early, oil lamps were used to light the factory floor, and employees strained their eyes to see their work and coughed as the rooms filled with smoke from the lamps. In the spring, as the days began to grow longer, factories held “blowing-out” celebrations to mark the extinguishing of the oil lamps. These “blow-outs” often featured processions and dancing.
Freedom within factories was limited. Drinking was prohibited. Some factories did not allow employees to sit down. Doors and windows were kept closed, especially in textile factories where fibers could be easily disturbed by incoming breezes, and mills were often unbearably hot and humid in the summer. In the winter, workers often shivered in the cold. In such environments, workers’ health suffered.
The workplace posed other dangers as well. The presence of cotton bales alongside the oil used to lubricate machines made fire a common problem in textile factories. Workplace injuries were also common. Workers’ hands and fingers were maimed or severed when they were caught in machines; in some cases, their limbs or entire bodies were crushed. Workers who didn’t die from such injuries almost certainly lost their jobs, and with them, their income. Corporal punishment of both children and adults was common in factories; where abuse was most extreme, children sometimes died as a result of injuries suffered at the hands of an overseer.
As the decades passed, working conditions deteriorated in many mills. Workers were assigned more machines to tend, and the owners increased the speed at which the machines operated. Wages were cut in many factories, and employees who had once labored for an hourly wage now found themselves reduced to piecework, paid for the amount they produced and not for the hours they toiled. Owners also reduced compensation for piecework. Low wages combined with regular periods of unemployment to make the lives of workers difficult, especially for those with families to support. In New York City in 1850, for example, the average male worker earned $300 a year; it cost approximately $600 a year to support a family of five.
WORKERS AND THE LABOR MOVEMENT
Many workers undoubtedly enjoyed some of the new wage opportunities factory work presented. For many of the young New England women who ran the machines in Waltham, Lowell, and elsewhere, the experience of being away from the family was exhilarating and provided a sense of solidarity among them. Though most sent a large portion of their wages home, having even a small amount of money of their own was a liberating experience, and many used their earnings to purchase clothes, ribbons, and other consumer goods for themselves.
The long hours, strict discipline, and low wages, however, soon led workers to organize to protest their working conditions and pay. In 1821, the young women employed by the Boston Manufacturing Company in Waltham went on strike for two days when their wages were cut. In 1824, workers in Pawtucket struck to protest reduced pay rates and longer hours, the latter of which had been achieved by cutting back the amount of time allowed for meals. Similar strikes occurred at Lowell and in other mill towns like Dover, New Hampshire, where the women employed by the Cocheco Manufacturing Company ceased working in December 1828 after their wages were reduced. In the 1830s, female mill operatives in Lowell formed the Lowell Factory Girls Association to organize strike activities in the face of wage cuts (Figure) and, later, established the Lowell Female Labor Reform Association to protest the twelve-hour workday. Even though strikes were rarely successful and workers usually were forced to accept reduced wages and increased hours, work stoppages as a form of labor protest represented the beginnings of the labor movement in the United States.
Critics of industrialization blamed it for the increased concentration of wealth in the hands of the few: the factory owners made vast profits while the workers received only a small fraction of the revenue from what they produced. Under the labor theory of value, said critics, the value of a product should accurately reflect the labor needed to produce it. Profits from the sale of goods produced by workers should be distributed so laborers recovered in the form of wages the value their effort had added to the finished product. While factory owners, who contributed the workspace, the machinery, and the raw materials needed to create a product, should receive a share of the profits, their share should not be greater than the value of their contribution. Workers should thus receive a much larger portion of the profits than they currently did, and factory owners should receive less.
In Philadelphia, New York, and Boston—all cities that experienced dizzying industrial growth during the nineteenth century—workers united to form political parties. Thomas Skidmore, from Connecticut, was the outspoken organizer of the Working Men’s Party, which lodged a radical protest against the exploitation of workers that accompanied industrialization. Skidmore took his cue from Thomas Paine and the American Revolution to challenge the growing inequity in the United States. He argued that inequality originated in the unequal distribution of property through inheritance laws. In his 1829 treatise, The Rights of Man to Property, Skidmore called for the abolition of inheritance and the redistribution of property. The Working Men’s Party also advocated the end of imprisonment for debt, a common practice whereby the debtor who could not pay was put in jail and his tools and property, if any, were confiscated. Skidmore’s vision of radical equality extended to all; women and men, no matter their race, should be allowed to vote and receive property, he believed. Skidmore died in 1832 when a cholera epidemic swept New York City, but the state of New York did away with imprisonment for debt in the same year.
Worker activism became less common in the late 1840s and 1850s. As German and Irish immigrants poured into the United States in the decades preceding the Civil War, native-born laborers found themselves competing for jobs with new arrivals who were willing to work longer hours for less pay. In Lowell, Massachusetts, for example, the daughters of New England farmers encountered competition from the daughters of Irish farmers suffering the effects of the potato famine; these immigrant women were willing to work for far less and endure worse conditions than native-born women. Many of these native-born “daughters of freemen,” as they referred to themselves, left the factories and returned to their families. Not all wage workers had this luxury, however. Widows with children to support and girls from destitute families had no choice but to stay and accept the faster pace and lower pay. Male German and Irish immigrants competed with native-born men. Germans, many of whom were skilled workers, took jobs in furniture making. The Irish provided a ready source of unskilled labor needed to lay railroad track and dig canals. American men with families to support grudgingly accepted low wages in order to keep their jobs. As work became increasingly deskilled, no worker was irreplaceable, and no one’s job was safe.
Section Summary
Industrialization led to radical changes in American life. New industrial towns, like Waltham, Lowell, and countless others, dotted the landscape of the Northeast. The mills provided many young women an opportunity to experience a new and liberating life, and these workers relished their new freedom. Workers also gained a greater appreciation of the value of their work and, in some instances, began to question the basic fairness of the new industrial order. The world of work had been fundamentally reorganized.
Review Questions
How were the New England textile mills planned and built?
- Experienced British builders traveled to the United States to advise American merchants.
- New England merchants paid French and German mechanics to design factories for them.
- New England merchants and British migrants memorized plans from British mills.
- Textile mills were a purely American creation, invented by Francis Cabot Lowell in 1813.
Hint:
C
Which is the best characterization of textile mill workers in the early nineteenth century?
- male and female indentured servants from Great Britain who worked hard to win their freedom
- young men who found freedom in the rowdy lifestyle of mill work
- experienced artisans who shared their knowledge in exchange for part ownership in the company
- young farm women whose behavior was closely monitored
Hint:
D
What effect did industrialization have on consumers?
Hint:
Industrialization made manufactured goods more abundant and more widely available. All but the poorest Americans were able to equip their homes with cookstoves, parlor stoves, upholstered furniture, and decorations such as wallpaper and window curtains. Even such formerly expensive goods as clocks were now affordable for most.
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oercommons
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2025-03-18T00:35:17.695972
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07/10/2017
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"url": "https://oercommons.org/courseware/lesson/15440/overview",
"title": "U.S. History, Industrial Transformation in the North, 1800–1850, Early Industrialization in the Northeast",
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https://oercommons.org/courseware/lesson/28783/overview
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Shifts in Demand and Supply for Goods and Services
Overview
By the end of this section, you will be able to:
- Identify factors that affect demand
- Graph demand curves and demand shifts
- Identify factors that affect supply
- Graph supply curves and supply shifts
The previous module explored how price affects the quantity demanded and the quantity supplied. The result was the demand curve and the supply curve. Price, however, is not the only factor that influences demand, nor is it the only thing that influences supply. For example, how is demand for vegetarian food affected if, say, health concerns cause more consumers to avoid eating meat? How is the supply of diamonds affected if diamond producers discover several new diamond mines? What are the major factors, in addition to the price, that influence demand or supply?
Visit this website to read a brief note on how marketing strategies can influence supply and demand of products.
What Factors Affect Demand?
We defined demand as the amount of some product a consumer is willing and able to purchase at each price. That suggests at least two factors in addition to price that affect demand. Willingness to purchase suggests a desire, based on what economists call tastes and preferences. If you neither need nor want something, you will not buy it. Ability to purchase suggests that income is important. Professors are usually able to afford better housing and transportation than students, because they have more income. Prices of related goods can affect demand also. If you need a new car, the price of a Honda may affect your demand for a Ford. Finally, the size or composition of the population can affect demand. The more children a family has, the greater their demand for clothing. The more driving-age children a family has, the greater their demand for car insurance, and the less for diapers and baby formula.
These factors matter for both individual and market demand as a whole. Exactly how do these various factors affect demand, and how do we show the effects graphically? To answer those questions, we need the ceteris paribus assumption.
The Ceteris Paribus Assumption
A demand curve or a supply curve is a relationship between two, and only two, variables: quantity on the horizontal axis and price on the vertical axis. The assumption behind a demand curve or a supply curve is that no relevant economic factors, other than the product’s price, are changing. Economists call this assumption ceteris paribus, a Latin phrase meaning “other things being equal.” Any given demand or supply curve is based on the ceteris paribus assumption that all else is held equal. A demand curve or a supply curve is a relationship between two, and only two, variables when all other variables are kept constant. If all else is not held equal, then the laws of supply and demand will not necessarily hold, as the following Clear It Up feature shows.
When does ceteris paribus apply?
We typically apply ceteris paribus when we observe how changes in price affect demand or supply, but we can apply ceteris paribus more generally. In the real world, demand and supply depend on more factors than just price. For example, a consumer’s demand depends on income and a producer’s supply depends on the cost of producing the product. How can we analyze the effect on demand or supply if multiple factors are changing at the same time—say price rises and income falls? The answer is that we examine the changes one at a time, assuming the other factors are held constant.
For example, we can say that an increase in the price reduces the amount consumers will buy (assuming income, and anything else that affects demand, is unchanged). Additionally, a decrease in income reduces the amount consumers can afford to buy (assuming price, and anything else that affects demand, is unchanged). This is what the ceteris paribus assumption really means. In this particular case, after we analyze each factor separately, we can combine the results. The amount consumers buy falls for two reasons: first because of the higher price and second because of the lower income.
How Does Income Affect Demand?
Let’s use income as an example of how factors other than price affect demand. Figure shows the initial demand for automobiles as D0. At point Q, for example, if the price is $20,000 per car, the quantity of cars demanded is 18 million. D0 also shows how the quantity of cars demanded would change as a result of a higher or lower price. For example, if the price of a car rose to $22,000, the quantity demanded would decrease to 17 million, at point R.
The original demand curve D0, like every demand curve, is based on the ceteris paribus assumption that no other economically relevant factors change. Now imagine that the economy expands in a way that raises the incomes of many people, making cars more affordable. How will this affect demand? How can we show this graphically?
Return to Figure. The price of cars is still $20,000, but with higher incomes, the quantity demanded has now increased to 20 million cars, shown at point S. As a result of the higher income levels, the demand curve shifts to the right to the new demand curve D1, indicating an increase in demand. Table shows clearly that this increased demand would occur at every price, not just the original one.
| Price | Decrease to D2 | Original Quantity Demanded D0 | Increase to D1 |
|---|---|---|---|
| $16,000 | 17.6 million | 22.0 million | 24.0 million |
| $18,000 | 16.0 million | 20.0 million | 22.0 million |
| $20,000 | 14.4 million | 18.0 million | 20.0 million |
| $22,000 | 13.6 million | 17.0 million | 19.0 million |
| $24,000 | 13.2 million | 16.5 million | 18.5 million |
| $26,000 | 12.8 million | 16.0 million | 18.0 million |
Now, imagine that the economy slows down so that many people lose their jobs or work fewer hours, reducing their incomes. In this case, the decrease in income would lead to a lower quantity of cars demanded at every given price, and the original demand curve D0 would shift left to D2. The shift from D0 to D2 represents such a decrease in demand: At any given price level, the quantity demanded is now lower. In this example, a price of $20,000 means 18 million cars sold along the original demand curve, but only 14.4 million sold after demand fell.
When a demand curve shifts, it does not mean that the quantity demanded by every individual buyer changes by the same amount. In this example, not everyone would have higher or lower income and not everyone would buy or not buy an additional car. Instead, a shift in a demand curve captures a pattern for the market as a whole.
In the previous section, we argued that higher income causes greater demand at every price. This is true for most goods and services. For some—luxury cars, vacations in Europe, and fine jewelry—the effect of a rise in income can be especially pronounced. A product whose demand rises when income rises, and vice versa, is called a normal good. A few exceptions to this pattern do exist. As incomes rise, many people will buy fewer generic brand groceries and more name brand groceries. They are less likely to buy used cars and more likely to buy new cars. They will be less likely to rent an apartment and more likely to own a home. A product whose demand falls when income rises, and vice versa, is called an inferior good. In other words, when income increases, the demand curve shifts to the left.
Other Factors That Shift Demand Curves
Income is not the only factor that causes a shift in demand. Other factors that change demand include tastes and preferences, the composition or size of the population, the prices of related goods, and even expectations. A change in any one of the underlying factors that determine what quantity people are willing to buy at a given price will cause a shift in demand. Graphically, the new demand curve lies either to the right (an increase) or to the left (a decrease) of the original demand curve. Let’s look at these factors.
Changing Tastes or Preferences
From 1980 to 2014, the per-person consumption of chicken by Americans rose from 48 pounds per year to 85 pounds per year, and consumption of beef fell from 77 pounds per year to 54 pounds per year, according to the U.S. Department of Agriculture (USDA). Changes like these are largely due to movements in taste, which change the quantity of a good demanded at every price: that is, they shift the demand curve for that good, rightward for chicken and leftward for beef.
Changes in the Composition of the Population
The proportion of elderly citizens in the United States population is rising. It rose from 9.8% in 1970 to 12.6% in 2000, and will be a projected (by the U.S. Census Bureau) 20% of the population by 2030. A society with relatively more children, like the United States in the 1960s, will have greater demand for goods and services like tricycles and day care facilities. A society with relatively more elderly persons, as the United States is projected to have by 2030, has a higher demand for nursing homes and hearing aids. Similarly, changes in the size of the population can affect the demand for housing and many other goods. Each of these changes in demand will be shown as a shift in the demand curve.
Changes in the prices of related goods such as substitutes or complements also can affect the demand for a product. A substitute is a good or service that we can use in place of another good or service. As electronic books, like this one, become more available, you would expect to see a decrease in demand for traditional printed books. A lower price for a substitute decreases demand for the other product. For example, in recent years as the price of tablet computers has fallen, the quantity demanded has increased (because of the law of demand). Since people are purchasing tablets, there has been a decrease in demand for laptops, which we can show graphically as a leftward shift in the demand curve for laptops. A higher price for a substitute good has the reverse effect.
Other goods are complements for each other, meaning we often use the goods together, because consumption of one good tends to enhance consumption of the other. Examples include breakfast cereal and milk; notebooks and pens or pencils, golf balls and golf clubs; gasoline and sport utility vehicles; and the five-way combination of bacon, lettuce, tomato, mayonnaise, and bread. If the price of golf clubs rises, since the quantity demanded of golf clubs falls (because of the law of demand), demand for a complement good like golf balls decreases, too. Similarly, a higher price for skis would shift the demand curve for a complement good like ski resort trips to the left, while a lower price for a complement has the reverse effect.
Changes in Expectations about Future Prices or Other Factors that Affect Demand
While it is clear that the price of a good affects the quantity demanded, it is also true that expectations about the future price (or expectations about tastes and preferences, income, and so on) can affect demand. For example, if people hear that a hurricane is coming, they may rush to the store to buy flashlight batteries and bottled water. If people learn that the price of a good like coffee is likely to rise in the future, they may head for the store to stock up on coffee now. We show these changes in demand as shifts in the curve. Therefore, a shift in demand happens when a change in some economic factor (other than price) causes a different quantity to be demanded at every price. The following Work It Out feature shows how this happens.
Shift in Demand
A shift in demand means that at any price (and at every price), the quantity demanded will be different than it was before. Following is an example of a shift in demand due to an income increase.
Step 1. Draw the graph of a demand curve for a normal good like pizza. Pick a price (like P0). Identify the corresponding Q0. See an example in Figure.
Step 2. Suppose income increases. As a result of the change, are consumers going to buy more or less pizza? The answer is more. Draw a dotted horizontal line from the chosen price, through the original quantity demanded, to the new point with the new Q1. Draw a dotted vertical line down to the horizontal axis and label the new Q1. Figure provides an example.
Step 3. Now, shift the curve through the new point. You will see that an increase in income causes an upward (or rightward) shift in the demand curve, so that at any price the quantities demanded will be higher, as Figure illustrates.
Summing Up Factors That Change Demand
Figure summarizes six factors that can shift demand curves. The direction of the arrows indicates whether the demand curve shifts represent an increase in demand or a decrease in demand. Notice that a change in the price of the good or service itself is not listed among the factors that can shift a demand curve. A change in the price of a good or service causes a movement along a specific demand curve, and it typically leads to some change in the quantity demanded, but it does not shift the demand curve.
When a demand curve shifts, it will then intersect with a given supply curve at a different equilibrium price and quantity. We are, however, getting ahead of our story. Before discussing how changes in demand can affect equilibrium price and quantity, we first need to discuss shifts in supply curves.
How Production Costs Affect Supply
A supply curve shows how quantity supplied will change as the price rises and falls, assuming ceteris paribus so that no other economically relevant factors are changing. If other factors relevant to supply do change, then the entire supply curve will shift. Just as we described a shift in demand as a change in the quantity demanded at every price, a shift in supply means a change in the quantity supplied at every price.
In thinking about the factors that affect supply, remember what motivates firms: profits, which are the difference between revenues and costs. A firm produces goods and services using combinations of labor, materials, and machinery, or what we call inputs or factors of production. If a firm faces lower costs of production, while the prices for the good or service the firm produces remain unchanged, a firm’s profits go up. When a firm’s profits increase, it is more motivated to produce output, since the more it produces the more profit it will earn. When costs of production fall, a firm will tend to supply a larger quantity at any given price for its output. We can show this by the supply curve shifting to the right.
Take, for example, a messenger company that delivers packages around a city. The company may find that buying gasoline is one of its main costs. If the price of gasoline falls, then the company will find it can deliver messages more cheaply than before. Since lower costs correspond to higher profits, the messenger company may now supply more of its services at any given price. For example, given the lower gasoline prices, the company can now serve a greater area, and increase its supply.
Conversely, if a firm faces higher costs of production, then it will earn lower profits at any given selling price for its products. As a result, a higher cost of production typically causes a firm to supply a smaller quantity at any given price. In this case, the supply curve shifts to the left.
Consider the supply for cars, shown by curve S0 in Figure. Point J indicates that if the price is $20,000, the quantity supplied will be 18 million cars. If the price rises to $22,000 per car, ceteris paribus, the quantity supplied will rise to 20 million cars, as point K on the S0 curve shows. We can show the same information in table form, as in Table.
| Price | Decrease to S1 | Original Quantity Supplied S0 | Increase to S2 |
|---|---|---|---|
| $16,000 | 10.5 million | 12.0 million | 13.2 million |
| $18,000 | 13.5 million | 15.0 million | 16.5 million |
| $20,000 | 16.5 million | 18.0 million | 19.8 million |
| $22,000 | 18.5 million | 20.0 million | 22.0 million |
| $24,000 | 19.5 million | 21.0 million | 23.1 million |
| $26,000 | 20.5 million | 22.0 million | 24.2 million |
Now, imagine that the price of steel, an important ingredient in manufacturing cars, rises, so that producing a car has become more expensive. At any given price for selling cars, car manufacturers will react by supplying a lower quantity. We can show this graphically as a leftward shift of supply, from S0 to S1, which indicates that at any given price, the quantity supplied decreases. In this example, at a price of $20,000, the quantity supplied decreases from 18 million on the original supply curve (S0) to 16.5 million on the supply curve S1, which is labeled as point L.
Conversely, if the price of steel decreases, producing a car becomes less expensive. At any given price for selling cars, car manufacturers can now expect to earn higher profits, so they will supply a higher quantity. The shift of supply to the right, from S0 to S2, means that at all prices, the quantity supplied has increased. In this example, at a price of $20,000, the quantity supplied increases from 18 million on the original supply curve (S0) to 19.8 million on the supply curve S2, which is labeled M.
Other Factors That Affect Supply
In the example above, we saw that changes in the prices of inputs in the production process will affect the cost of production and thus the supply. Several other things affect the cost of production, too, such as changes in weather or other natural conditions, new technologies for production, and some government policies.
Changes in weather and climate will affect the cost of production for many agricultural products. For example, in 2014 the Manchurian Plain in Northeastern China, which produces most of the country's wheat, corn, and soybeans, experienced its most severe drought in 50 years. A drought decreases the supply of agricultural products, which means that at any given price, a lower quantity will be supplied. Conversely, especially good weather would shift the supply curve to the right.
When a firm discovers a new technology that allows the firm to produce at a lower cost, the supply curve will shift to the right, as well. For instance, in the 1960s a major scientific effort nicknamed the Green Revolution focused on breeding improved seeds for basic crops like wheat and rice. By the early 1990s, more than two-thirds of the wheat and rice in low-income countries around the world used these Green Revolution seeds—and the harvest was twice as high per acre. A technological improvement that reduces costs of production will shift supply to the right, so that a greater quantity will be produced at any given price.
Government policies can affect the cost of production and the supply curve through taxes, regulations, and subsidies. For example, the U.S. government imposes a tax on alcoholic beverages that collects about $8 billion per year from producers. Businesses treat taxes as costs. Higher costs decrease supply for the reasons we discussed above. Other examples of policy that can affect cost are the wide array of government regulations that require firms to spend money to provide a cleaner environment or a safer workplace. Complying with regulations increases costs.
A government subsidy, on the other hand, is the opposite of a tax. A subsidy occurs when the government pays a firm directly or reduces the firm’s taxes if the firm carries out certain actions. From the firm’s perspective, taxes or regulations are an additional cost of production that shifts supply to the left, leading the firm to produce a lower quantity at every given price. Government subsidies reduce the cost of production and increase supply at every given price, shifting supply to the right. The following Work It Out feature shows how this shift happens.
Shift in Supply
We know that a supply curve shows the minimum price a firm will accept to produce a given quantity of output. What happens to the supply curve when the cost of production goes up? Following is an example of a shift in supply due to a production cost increase.
Step 1. Draw a graph of a supply curve for pizza. Pick a quantity (like Q0). If you draw a vertical line up from Q0 to the supply curve, you will see the price the firm chooses. Figure provides an example.
Step 2. Why did the firm choose that price and not some other? One way to think about this is that the price is composed of two parts. The first part is the cost of producing pizzas at the margin; in this case, the cost of producing the pizza, including cost of ingredients (e.g., dough, sauce, cheese, and pepperoni), the cost of the pizza oven, the shop rent, and the workers' wages. The second part is the firm’s desired profit, which is determined, among other factors, by the profit margins in that particular business. If you add these two parts together, you get the price the firm wishes to charge. The quantity Q0 and associated price P0 give you one point on the firm’s supply curve, as Figure illustrates.
Step 3. Now, suppose that the cost of production increases. Perhaps cheese has become more expensive by $0.75 per pizza. If that is true, the firm will want to raise its price by the amount of the increase in cost ($0.75). Draw this point on the supply curve directly above the initial point on the curve, but $0.75 higher, as Figure shows.
Step 4. Shift the supply curve through this point. You will see that an increase in cost causes an upward (or a leftward) shift of the supply curve so that at any price, the quantities supplied will be smaller, as Figure illustrates.
Summing Up Factors That Change Supply
Changes in the cost of inputs, natural disasters, new technologies, and the impact of government decisions all affect the cost of production. In turn, these factors affect how much firms are willing to supply at any given price.
Figure summarizes factors that change the supply of goods and services. Notice that a change in the price of the product itself is not among the factors that shift the supply curve. Although a change in price of a good or service typically causes a change in quantity supplied or a movement along the supply curve for that specific good or service, it does not cause the supply curve itself to shift.
Because demand and supply curves appear on a two-dimensional diagram with only price and quantity on the axes, an unwary visitor to the land of economics might be fooled into believing that economics is about only four topics: demand, supply, price, and quantity. However, demand and supply are really “umbrella” concepts: demand covers all the factors that affect demand, and supply covers all the factors that affect supply. We include factors other than price that affect demand and supply are included by using shifts in the demand or the supply curve. In this way, the two-dimensional demand and supply model becomes a powerful tool for analyzing a wide range of economic circumstances.
Key Concepts and Summary
Economists often use the ceteris paribus or “other things being equal” assumption: while examining the economic impact of one event, all other factors remain unchanged for analysis purposes. Factors that can shift the demand curve for goods and services, causing a different quantity to be demanded at any given price, include changes in tastes, population, income, prices of substitute or complement goods, and expectations about future conditions and prices. Factors that can shift the supply curve for goods and services, causing a different quantity to be supplied at any given price, include input prices, natural conditions, changes in technology, and government taxes, regulations, or subsidies.
Self-Check Questions
Why do economists use the ceteris paribus assumption?
Hint:
To make it easier to analyze complex problems. Ceteris paribus allows you to look at the effect of one factor at a time on what it is you are trying to analyze. When you have analyzed all the factors individually, you add the results together to get the final answer.
In an analysis of the market for paint, an economist discovers the facts listed below. State whether each of these changes will affect supply or demand, and in what direction.
- There have recently been some important cost-saving inventions in the technology for making paint.
- Paint is lasting longer, so that property owners need not repaint as often.
- Because of severe hailstorms, many people need to repaint now.
- The hailstorms damaged several factories that make paint, forcing them to close down for several months.
Hint:
- An improvement in technology that reduces the cost of production will cause an increase in supply. Alternatively, you can think of this as a reduction in price necessary for firms to supply any quantity. Either way, this can be shown as a rightward (or downward) shift in the supply curve.
- An improvement in product quality is treated as an increase in tastes or preferences, meaning consumers demand more paint at any price level, so demand increases or shifts to the right. If this seems counterintuitive, note that demand in the future for the longer-lasting paint will fall, since consumers are essentially shifting demand from the future to the present.
- An increase in need causes an increase in demand or a rightward shift in the demand curve.
- Factory damage means that firms are unable to supply as much in the present. Technically, this is an increase in the cost of production. Either way you look at it, the supply curve shifts to the left.
Many changes are affecting the market for oil. Predict how each of the following events will affect the equilibrium price and quantity in the market for oil. In each case, state how the event will affect the supply and demand diagram. Create a sketch of the diagram if necessary.
- Cars are becoming more fuel efficient, and therefore get more miles to the gallon.
- The winter is exceptionally cold.
- A major discovery of new oil is made off the coast of Norway.
- The economies of some major oil-using nations, like Japan, slow down.
- A war in the Middle East disrupts oil-pumping schedules.
- Landlords install additional insulation in buildings.
- The price of solar energy falls dramatically.
- Chemical companies invent a new, popular kind of plastic made from oil.
Hint:
- More fuel-efficient cars means there is less need for gasoline. This causes a leftward shift in the demand for gasoline and thus oil. Since the demand curve is shifting down the supply curve, the equilibrium price and quantity both fall.
- Cold weather increases the need for heating oil. This causes a rightward shift in the demand for heating oil and thus oil. Since the demand curve is shifting up the supply curve, the equilibrium price and quantity both rise.
- A discovery of new oil will make oil more abundant. This can be shown as a rightward shift in the supply curve, which will cause a decrease in the equilibrium price along with an increase in the equilibrium quantity. (The supply curve shifts down the demand curve so price and quantity follow the law of demand. If price goes down, then the quantity goes up.)
- When an economy slows down, it produces less output and demands less input, including energy, which is used in the production of virtually everything. A decrease in demand for energy will be reflected as a decrease in the demand for oil, or a leftward shift in demand for oil. Since the demand curve is shifting down the supply curve, both the equilibrium price and quantity of oil will fall.
- Disruption of oil pumping will reduce the supply of oil. This leftward shift in the supply curve will show a movement up the demand curve, resulting in an increase in the equilibrium price of oil and a decrease in the equilibrium quantity.
- Increased insulation will decrease the demand for heating. This leftward shift in the demand for oil causes a movement down the supply curve, resulting in a decrease in the equilibrium price and quantity of oil.
- Solar energy is a substitute for oil-based energy. So if solar energy becomes cheaper, the demand for oil will decrease as consumers switch from oil to solar. The decrease in demand for oil will be shown as a leftward shift in the demand curve. As the demand curve shifts down the supply curve, both equilibrium price and quantity for oil will fall.
- A new, popular kind of plastic will increase the demand for oil. The increase in demand will be shown as a rightward shift in demand, raising the equilibrium price and quantity of oil.
Review Questions
When analyzing a market, how do economists deal with the problem that many factors that affect the market are changing at the same time?
Name some factors that can cause a shift in the demand curve in markets for goods and services.
Name some factors that can cause a shift in the supply curve in markets for goods and services.
Critical Thinking Questions
Consider the demand for hamburgers. If the price of a substitute good (for example, hot dogs) increases and the price of a complement good (for example, hamburger buns) increases, can you tell for sure what will happen to the demand for hamburgers? Why or why not? Illustrate your answer with a graph.
How do you suppose the demographics of an aging population of “Baby Boomers” in the United States will affect the demand for milk? Justify your answer.
We know that a change in the price of a product causes a movement along the demand curve. Suppose consumers believe that prices will be rising in the future. How will that affect demand for the product in the present? Can you show this graphically?
Suppose there is a soda tax to curb obesity. What should a reduction in the soda tax do to the supply of sodas and to the equilibrium price and quantity? Can you show this graphically? Hint: Assume that the soda tax is collected from the sellers.
Problems
Table shows information on the demand and supply for bicycles, where the quantities of bicycles are measured in thousands.
| Price | Qd | Qs |
|---|---|---|
| $120 | 50 | 36 |
| $150 | 40 | 40 |
| $180 | 32 | 48 |
| $210 | 28 | 56 |
| $240 | 24 | 70 |
- What is the quantity demanded and the quantity supplied at a price of $210?
- At what price is the quantity supplied equal to 48,000?
- Graph the demand and supply curve for bicycles. How can you determine the equilibrium price and quantity from the graph? How can you determine the equilibrium price and quantity from the table? What are the equilibrium price and equilibrium quantity?
- If the price was $120, what would the quantities demanded and supplied be? Would a shortage or surplus exist? If so, how large would the shortage or surplus be?
The computer market in recent years has seen many more computers sell at much lower prices. What shift in demand or supply is most likely to explain this outcome? Sketch a demand and supply diagram and explain your reasoning for each.
- A rise in demand
- A fall in demand
- A rise in supply
- A fall in supply
References
Landsburg, Steven E. The Armchair Economist: Economics and Everyday Life. New York: The Free Press. 2012. specifically Section IV: How Markets Work.
National Chicken Council. 2015. "Per Capita Consumption of Poultry and Livestock, 1965 to Estimated 2015, in Pounds." Accessed April 13, 2015. http://www.nationalchickencouncil.org/about-the-industry/statistics/per-capita-consumption-of-poultry-and-livestock-1965-to-estimated-2012-in-pounds/.
Wessel, David. “Saudi Arabia Fears $40-a-Barrel Oil, Too.” The Wall Street Journal. May 27, 2004, p. 42. http://online.wsj.com/news/articles/SB108561000087822300.
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oercommons
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2025-03-18T00:35:17.746360
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09/20/2018
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/28783/overview",
"title": "Principles of Macroeconomics 2e, Demand and Supply, Shifts in Demand and Supply for Goods and Services",
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https://oercommons.org/courseware/lesson/28784/overview
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Changes in Equilibrium Price and Quantity: The Four-Step Process
Overview
By the end of this section, you will be able to:
- Identify equilibrium price and quantity through the four-step process
- Graph equilibrium price and quantity
- Contrast shifts of demand or supply and movements along a demand or supply curve
- Graph demand and supply curves, including equilibrium price and quantity, based on real-world examples
Let’s begin this discussion with a single economic event. It might be an event that affects demand, like a change in income, population, tastes, prices of substitutes or complements, or expectations about future prices. It might be an event that affects supply, like a change in natural conditions, input prices, or technology, or government policies that affect production. How does this economic event affect equilibrium price and quantity? We will analyze this question using a four-step process.
Step 1. Draw a demand and supply model before the economic change took place. To establish the model requires four standard pieces of information: The law of demand, which tells us the slope of the demand curve; the law of supply, which gives us the slope of the supply curve; the shift variables for demand; and the shift variables for supply. From this model, find the initial equilibrium values for price and quantity.
Step 2. Decide whether the economic change you are analyzing affects demand or supply. In other words, does the event refer to something in the list of demand factors or supply factors?
Step 3. Decide whether the effect on demand or supply causes the curve to shift to the right or to the left, and sketch the new demand or supply curve on the diagram. In other words, does the event increase or decrease the amount consumers want to buy or producers want to sell?
Step 4. Identify the new equilibrium and then compare the original equilibrium price and quantity to the new equilibrium price and quantity.
Let’s consider one example that involves a shift in supply and one that involves a shift in demand. Then we will consider an example where both supply and demand shift.
Good Weather for Salmon Fishing
Supposed that during the summer of 2015, weather conditions were excellent for commercial salmon fishing off the California coast. Heavy rains meant higher than normal levels of water in the rivers, which helps the salmon to breed. Slightly cooler ocean temperatures stimulated the growth of plankton, the microscopic organisms at the bottom of the ocean food chain, providing everything in the ocean with a hearty food supply. The ocean stayed calm during fishing season, so commercial fishing operations did not lose many days to bad weather. How did these climate conditions affect the quantity and price of salmon? Figure illustrates the four-step approach, which we explain below, to work through this problem. Table also provides the information to work the problem.
| Price per Pound | Quantity Supplied in 2014 | Quantity Supplied in 2015 | Quantity Demanded |
|---|---|---|---|
| $2.00 | 80 | 400 | 840 |
| $2.25 | 120 | 480 | 680 |
| $2.50 | 160 | 550 | 550 |
| $2.75 | 200 | 600 | 450 |
| $3.00 | 230 | 640 | 350 |
| $3.25 | 250 | 670 | 250 |
| $3.50 | 270 | 700 | 200 |
Step 1. Draw a demand and supply model to illustrate the market for salmon in the year before the good weather conditions began. The demand curve D0 and the supply curve S0 show that the original equilibrium price is $3.25 per pound and the original equilibrium quantity is 250,000 fish. (This price per pound is what commercial buyers pay at the fishing docks. What consumers pay at the grocery is higher.)
Step 2. Did the economic event affect supply or demand? Good weather is an example of a natural condition that affects supply.
Step 3. Was the effect on supply an increase or a decrease? Good weather is a change in natural conditions that increases the quantity supplied at any given price. The supply curve shifts to the right, moving from the original supply curve S0 to the new supply curve S1, which Figure and Table show.
Step 4. Compare the new equilibrium price and quantity to the original equilibrium. At the new equilibrium E1, the equilibrium price falls from $3.25 to $2.50, but the equilibrium quantity increases from 250,000 to 550,000 salmon. Notice that the equilibrium quantity demanded increased, even though the demand curve did not move.
In short, good weather conditions increased supply of the California commercial salmon. The result was a higher equilibrium quantity of salmon bought and sold in the market at a lower price.
Newspapers and the Internet
According to the Pew Research Center for People and the Press, increasingly more people, especially younger people, are obtaining their news from online and digital sources. The majority of U.S. adults now own smartphones or tablets, and most of those Americans say they use them in part to access the news. From 2004 to 2012, the share of Americans who reported obtaining their news from digital sources increased from 24% to 39%. How has this affected consumption of print news media, and radio and television news? Figure and the text below illustrates using the four-step analysis to answer this question.
Step 1. Develop a demand and supply model to think about what the market looked like before the event. The demand curve D0 and the supply curve S0 show the original relationships. In this case, we perform the analysis without specific numbers on the price and quantity axis.
Step 2. Did the described change affect supply or demand? A change in tastes, from traditional news sources (print, radio, and television) to digital sources, caused a change in demand for the former.
Step 3. Was the effect on demand positive or negative? A shift to digital news sources will tend to mean a lower quantity demanded of traditional news sources at every given price, causing the demand curve for print and other traditional news sources to shift to the left, from D0 to D1.
Step 4. Compare the new equilibrium price and quantity to the original equilibrium price. The new equilibrium (E1) occurs at a lower quantity and a lower price than the original equilibrium (E0).
The decline in print news reading predates 2004. Print newspaper circulation peaked in 1973 and has declined since then due to competition from television and radio news. In 1991, 55% of Americans indicated they received their news from print sources, while only 29% did so in 2012. Radio news has followed a similar path in recent decades, with the share of Americans obtaining their news from radio declining from 54% in 1991 to 33% in 2012. Television news has held its own over the last 15 years, with a market share staying in the mid to upper fifties. What does this suggest for the future, given that two-thirds of Americans under 30 years old say they do not obtain their news from television at all?
The Interconnections and Speed of Adjustment in Real Markets
In the real world, many factors that affect demand and supply can change all at once. For example, the demand for cars might increase because of rising incomes and population, and it might decrease because of rising gasoline prices (a complementary good). Likewise, the supply of cars might increase because of innovative new technologies that reduce the cost of car production, and it might decrease as a result of new government regulations requiring the installation of costly pollution-control technology.
Moreover, rising incomes and population or changes in gasoline prices will affect many markets, not just cars. How can an economist sort out all these interconnected events? The answer lies in the ceteris paribus assumption. Look at how each economic event affects each market, one event at a time, holding all else constant. Then combine the analyses to see the net effect.
A Combined Example
The U.S. Postal Service is facing difficult challenges. Compensation for postal workers tends to increase most years due to cost-of-living increases. At the same time, increasingly more people are using email, text, and other digital message forms such as Facebook and Twitter to communicate with friends and others. What does this suggest about the continued viability of the Postal Service? Figure and the text below illustrate this using the four-step analysis to answer this question.
Since this problem involves two disturbances, we need two four-step analyses, the first to analyze the effects of higher compensation for postal workers, the second to analyze the effects of many people switching from “snail mail” to email and other digital messages.
Figure (a) shows the shift in supply discussed in the following steps.
Step 1. Draw a demand and supply model to illustrate what the market for the U.S. Postal Service looked like before this scenario starts. The demand curve D0 and the supply curve S0 show the original relationships.
Step 2. Did the described change affect supply or demand? Labor compensation is a cost of production. A change in production costs caused a change in supply for the Postal Service.
Step 3. Was the effect on supply positive or negative? Higher labor compensation leads to a lower quantity supplied of postal services at every given price, causing the supply curve for postal services to shift to the left, from S0 to S1.
Step 4. Compare the new equilibrium price and quantity to the original equilibrium price. The new equilibrium (E1) occurs at a lower quantity and a higher price than the original equilibrium (E0).
Figure (b) shows the shift in demand in the following steps.
Step 1. Draw a demand and supply model to illustrate what the market for U.S. Postal Services looked like before this scenario starts. The demand curve D0 and the supply curve S0 show the original relationships. Note that this diagram is independent from the diagram in panel (a).
Step 2. Did the change described affect supply or demand? A change in tastes away from snail mail toward digital messages will cause a change in demand for the Postal Service.
Step 3. Was the effect on demand positive or negative? A change in tastes away from snailmail toward digital messages causes lower quantity demanded of postal services at every given price, causing the demand curve for postal services to shift to the left, from D0 to D1.
Step 4. Compare the new equilibrium price and quantity to the original equilibrium price. The new equilibrium (E2) occurs at a lower quantity and a lower price than the original equilibrium (E0).
The final step in a scenario where both supply and demand shift is to combine the two individual analyses to determine what happens to the equilibrium quantity and price. Graphically, we superimpose the previous two diagrams one on top of the other, as in Figure.
Following are the results:
Effect on Quantity: The effect of higher labor compensation on Postal Services because it raises the cost of production is to decrease the equilibrium quantity. The effect of a change in tastes away from snail mail is to decrease the equilibrium quantity. Since both shifts are to the left, the overall impact is a decrease in the equilibrium quantity of Postal Services (Q3). This is easy to see graphically, since Q3 is to the left of Q0.
Effect on Price: The overall effect on price is more complicated. The effect of higher labor compensation on Postal Services, because it raises the cost of production, is to increase the equilibrium price. The effect of a change in tastes away from snail mail is to decrease the equilibrium price. Since the two effects are in opposite directions, unless we know the magnitudes of the two effects, the overall effect is unclear. This is not unusual. When both curves shift, typically we can determine the overall effect on price or on quantity, but not on both. In this case, we determined the overall effect on the equilibrium quantity, but not on the equilibrium price. In other cases, it might be the opposite.
The next Clear It Up feature focuses on the difference between shifts of supply or demand and movements along a curve.
What is the difference between shifts of demand or supply versus movements along a demand or supply curve?
One common mistake in applying the demand and supply framework is to confuse the shift of a demand or a supply curve with movement along a demand or supply curve. As an example, consider a problem that asks whether a drought will increase or decrease the equilibrium quantity and equilibrium price of wheat. Lee, a student in an introductory economics class, might reason:
“Well, it is clear that a drought reduces supply, so I will shift back the supply curve, as in the shift from the original supply curve S0 to S1 on the diagram (Shift 1). The equilibrium moves from E0 to E1, the equilibrium quantity is lower and the equilibrium price is higher. Then, a higher price makes farmers more likely to supply the good, so the supply curve shifts right, as shows the shift from S1 to S2, shows on the diagram (Shift 2), so that the equilibrium now moves from E1 to E2. The higher price, however, also reduces demand and so causes demand to shift back, like the shift from the original demand curve, D0 to D1 on the diagram (labeled Shift 3), and the equilibrium moves from E2 to E3.”
At about this point, Lee suspects that this answer is headed down the wrong path. Think about what might be wrong with Lee’s logic, and then read the answer that follows.
Answer: Lee’s first step is correct: that is, a drought shifts back the supply curve of wheat and leads to a prediction of a lower equilibrium quantity and a higher equilibrium price. This corresponds to a movement along the original demand curve (D0), from E0 to E1. The rest of Lee’s argument is wrong, because it mixes up shifts in supply with quantity supplied, and shifts in demand with quantity demanded. A higher or lower price never shifts the supply curve, as suggested by the shift in supply from S1 to S2. Instead, a price change leads to a movement along a given supply curve. Similarly, a higher or lower price never shifts a demand curve, as suggested in the shift from D0 to D1. Instead, a price change leads to a movement along a given demand curve. Remember, a change in the price of a good never causes the demand or supply curve for that good to shift.
Think carefully about the timeline of events: What happens first, what happens next? What is cause, what is effect? If you keep the order right, you are more likely to get the analysis correct.
In the four-step analysis of how economic events affect equilibrium price and quantity, the movement from the old to the new equilibrium seems immediate. As a practical matter, however, prices and quantities often do not zoom straight to equilibrium. More realistically, when an economic event causes demand or supply to shift, prices and quantities set off in the general direction of equilibrium. Even as they are moving toward one new equilibrium, a subsequent change in demand or supply often pushes prices toward another equilibrium.
Key Concepts and Summary
When using the supply and demand framework to think about how an event will affect the equilibrium price and quantity, proceed through four steps: (1) sketch a supply and demand diagram to think about what the market looked like before the event; (2) decide whether the event will affect supply or demand; (3) decide whether the effect on supply or demand is negative or positive, and draw the appropriate shifted supply or demand curve; (4) compare the new equilibrium price and quantity to the original ones.
Self-Check Questions
Let’s think about the market for air travel. From August 2014 to January 2015, the price of jet fuel increased roughly 47%. Using the four-step analysis, how do you think this fuel price increase affected the equilibrium price and quantity of air travel?
Hint:
Step 1. Draw the graph with the initial supply and demand curves. Label the initial equilibrium price and quantity.
Step 2. Did the economic event affect supply or demand? Jet fuel is a cost of producing air travel, so an increase in jet fuel price affects supply.
Step 3. An increase in the price of jet fuel caused a decrease in the cost of air travel. We show this as a downward or rightward shift in supply.
Step 4. A rightward shift in supply causes a movement down the demand curve, lowering the equilibrium price of air travel and increasing the equilibrium quantity.
A tariff is a tax on imported goods. Suppose the U.S. government cuts the tariff on imported flat screen televisions. Using the four-step analysis, how do you think the tariff reduction will affect the equilibrium price and quantity of flat screen TVs?
Hint:
Step 1. Draw the graph with the initial supply and demand curves. Label the initial equilibrium price and quantity.
Step 2. Did the economic event affect supply or demand? A tariff is treated like a cost of production, so this affects supply.
Step 3. A tariff reduction is equivalent to a decrease in the cost of production, which we can show as a rightward (or downward) shift in supply.
Step 4. A rightward shift in supply causes a movement down the demand curve, lowering the equilibrium price and raising the equilibrium quantity.
Review Questions
How does one analyze a market where both demand and supply shift?
What causes a movement along the demand curve? What causes a movement along the supply curve?
Critical Thinking Questions
Use the four-step process to analyze the impact of the advent of the iPod (or other portable digital music players) on the equilibrium price and quantity of the Sony Walkman (or other portable audio cassette players).
Use the four-step process to analyze the impact of a reduction in tariffs on imports of iPods on the equilibrium price and quantity of Sony Walkman-type products.
Suppose both of these events took place at the same time. Combine your analyses of the impacts of the iPod and the tariff reduction to determine the likely impact on the equilibrium price and quantity of Sony Walkman-type products. Show your answer graphically.
Problems
Table illustrates the market's demand and supply for cheddar cheese. Graph the data and find the equilibrium. Next, create a table showing the change in quantity demanded or quantity supplied, and a graph of the new equilibrium, in each of the following situations:
- The price of milk, a key input for cheese production, rises, so that the supply decreases by 80 pounds at every price.
- A new study says that eating cheese is good for your health, so that demand increases by 20% at every price.
| Price per Pound | Qd | Qs |
|---|---|---|
| $3.00 | 750 | 540 |
| $3.20 | 700 | 600 |
| $3.40 | 650 | 650 |
| $3.60 | 620 | 700 |
| $3.80 | 600 | 720 |
| $4.00 | 590 | 730 |
Table shows the supply and demand for movie tickets in a city. Graph demand and supply and identify the equilibrium. Then calculate in a table and graph the effect of the following two changes.
- Three new nightclubs open. They offer decent bands and have no cover charge, but make their money by selling food and drink. As a result, demand for movie tickets falls by six units at every price.
- The city eliminates a tax that it placed on all local entertainment businesses. The result is that the quantity supplied of movies at any given price increases by 10%.
| Price per Pound | Qd | Qs |
|---|---|---|
| $5.00 | 26 | 16 |
| $6.00 | 24 | 18 |
| $7.00 | 22 | 20 |
| $8.00 | 21 | 21 |
| $9.00 | 20 | 22 |
References
Pew Research Center. “Pew Research: Center for the People & the Press.” http://www.people-press.org/.
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oercommons
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2025-03-18T00:35:17.785949
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09/20/2018
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https://oercommons.org/courseware/lesson/28791/overview
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Introduction to Elasticity
That Will Be How Much?
Imagine going to your favorite coffee shop and having the waiter inform you the pricing has changed. Instead of $3 for a cup of coffee, you will now be charged $2 for coffee, $1 for creamer, and $1 for your choice of sweetener. If you pay your usual $3 for a cup of coffee, you must choose between creamer and sweetener. If you want both, you now face an extra charge of $1. Sound absurd? Well, that is similar to the situation Netflix customers found themselves in—they faced a 60% price hike to retain the same service in 2011.
In early 2011, Netflix consumers paid about $10 a month for a package consisting of streaming video and DVD rentals. In July 2011, the company announced a packaging change. Customers wishing to retain both streaming video and DVD rental would be charged $15.98 per month, a price increase of about 60%. In 2014, Netflix also raised its streaming video subscription price from $7.99 to $8.99 per month for new U.S. customers. The company also changed its policy of 4K streaming content from $9.00 to $12.00 per month that year.
How would customers of the 18-year-old firm react? Would they abandon Netflix? Would the ease of access to other venues make a difference in how consumers responded to the Netflix price change? We will explore the answers to those questions in this chapter, which focuses on the change in quantity with respect to a change in price, a concept economists call elasticity.
Introduction to Elasticity
In this chapter, you will learn about:
- Price Elasticity of Demand and Price Elasticity of Supply
- Polar Cases of Elasticity and Constant Elasticity
- Elasticity and Pricing
- Elasticity in Areas Other Than Price
Anyone who has studied economics knows the law of demand: a higher price will lead to a lower quantity demanded. What you may not know is how much lower the quantity demanded will be. Similarly, the law of supply states that a higher price will lead to a higher quantity supplied. The question is: How much higher? This chapter will explain how to answer these questions and why they are critically important in the real world.
To find answers to these questions, we need to understand the concept of elasticity. Elasticity is an economics concept that measures responsiveness of one variable to changes in another variable. Suppose you drop two items from a second-floor balcony. The first item is a tennis ball. The second item is a brick. Which will bounce higher? Obviously, the tennis ball. We would say that the tennis ball has greater elasticity.
Consider an economic example. Cigarette taxes are an example of a “sin tax,” a tax on something that is bad for you, like alcohol. Governments tax cigarettes at the state and national levels. State taxes range from a low of 17 cents per pack in Missouri to $4.35 per pack in New York. The average state cigarette tax is $1.69 per pack. The 2014 federal tax rate on cigarettes was $1.01 per pack, but in 2015 the Obama Administration proposed raising the federal tax nearly a dollar to $1.95 per pack. The key question is: How much would cigarette purchases decline?
Taxes on cigarettes serve two purposes: to raise tax revenue for government and to discourage cigarette consumption. However, if a higher cigarette tax discourages consumption considerably, meaning a greatly reduced quantity of cigarette sales, then the cigarette tax on each pack will not raise much revenue for the government. Alternatively, a higher cigarette tax that does not discourage consumption by much will actually raise more tax revenue for the government. Thus, when a government agency tries to calculate the effects of altering its cigarette tax, it must analyze how much the tax affects the quantity of cigarettes consumed. This issue reaches beyond governments and taxes. Every firm faces a similar issue. When a firm considers raising the sales price, it must consider how much a price increase will reduce the quantity demanded of what it sells. Conversely, when a firm puts its products on sale, it must expect (or hope) that the lower price will lead to a significantly higher quantity demanded.
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oercommons
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2025-03-18T00:35:17.802911
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09/20/2018
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https://oercommons.org/courseware/lesson/28808/overview
|
How Economists Define and Compute Unemployment Rate
Overview
By the end of this section, you will be able to:
- Calculate the labor force participation rate and the unemployment rate
- Explain hidden unemployment and what it means to be in or out of the labor force
- Evaluate the collection and interpretation of unemployment data
Newspaper or television reports typically describe unemployment as a percentage or a rate. A recent report might have said, for example, from August 2009 to November 2009, the U.S. unemployment rate rose from 9.7% to 10.0%, but by June 2010, it had fallen to 9.5%. At a glance, the changes between the percentages may seem small. However, remember that the U.S. economy has about 160 million adults (as of the beginning of 2017) who either have jobs or are looking for them. A rise or fall of just 0.1% in the unemployment rate of 160 million potential workers translates into 160,000 people, which is roughly the total population of a city like Syracuse, New York, Brownsville, Texas, or Pasadena, California. Large rises in the unemployment rate mean large numbers of job losses. In November 2009, at the peak of the recession, about 15 million people were out of work. Even with the unemployment rate now at 4.8% as of January 2017, about 7.6 million people who would like to have jobs are out of work.
The Bureau of Labor Statistics tracks and reports all data related to unemployment.
Who’s In or Out of the Labor Force?
Should we count everyone without a job as unemployed? Of course not. For example, we should not count children as unemployed. Surely, we should not count the retired as unemployed. Many full-time college students have only a part-time job, or no job at all, but it seems inappropriate to count them as suffering the pains of unemployment. Some people are not working because they are rearing children, ill, on vacation, or on parental leave.
The point is that we do not just divide the adult population into employed and unemployed. A third group exists: people who do not have a job, and for some reason—retirement, looking after children, taking a voluntary break before a new job—are not interested in having a job, either. It also includes those who do want a job but have quit looking, often due to discouragement due to their inability to find suitable employment. Economists refer to this third group of those who are not working and not looking for work as out of the labor force or not in the labor force.
The U.S. unemployment rate, which is based on a monthly survey carried out by the U.S. Bureau of the Census, asks a series of questions to divide the adult population into employed, unemployed, or not in the labor force. To be classified as unemployed, a person must be without a job, currently available to work, and actively looking for work in the previous four weeks. Thus, a person who does not have a job but who is not currently available to work or has not actively looked for work in the last four weeks is counted as out of the labor force.
Employed: currently working for pay
Unemployed: Out of work and actively looking for a job
Out of the labor force: Out of paid work and not actively looking for a job
Labor force: the number of employed plus the unemployed
Calculating the Unemployment Rate
Figure shows the three-way division of the 16-and-over population. In January 2017, about 62.9% of the adult population was "in the labor force"; that is, people are either employed or without a job but looking for work. We can divide those in the labor force into the employed and the unemployed. Table shows those values. The unemployment rate is not the percentage of the total adult population without jobs, but rather the percentage of adults who are in the labor force but who do not have jobs:
| Total adult population over the age of 16 | 254.082 million |
| In the labor force | 159.716 million (62.9%) |
| Employed | 152.081 million |
| Unemployed | 7.635 million |
| Out of the labor force | 94.366 million (37.1%) |
In this example, we can calculate the unemployment rate as 7.635 million unemployed people divided by 159.716 million people in the labor force, which works out to a 4.8% rate of unemployment. The following Work It Out feature will walk you through the steps of this calculation.
Calculating Labor Force Percentages
How do economists arrive at the percentages in and out of the labor force and the unemployment rate? We will use the values in Table to illustrate the steps.
To determine the percentage in the labor force:
Step 1. Divide the number of people in the labor force (159.716 million) by the total adult (working-age) population (254.082 million).
Step 2. Multiply by 100 to obtain the percentage.
To determine the percentage out of the labor force:
Step 1. Divide the number of people out the labor force (94.366 million) by the total adult (working-age) population (254.082 million).
Step 2. Multiply by 100 to obtain the percentage.
To determine the unemployment rate:
Step 1. Divide the number of unemployed people (7.635 million) by the total labor force (157 million).
Step 2. Multiply by 100 to obtain the rate.
Hidden Unemployment
Even with the “out of the labor force” category, there are still some people who are mislabeled in the categorization of employed, unemployed, or out of the labor force. There are some people who have only part time or temporary jobs, and they are looking for full time and permanent employment that are counted as employed, although they are not employed in the way they would like or need to be. Additionally, there are individuals who are underemployed. This includes those who are trained or skilled for one type or level of work but are working in a lower paying job or one that does not utilize their skills. For example, we would consider an individual with a college degree in finance who is working as a sales clerk underemployed. They are, however, also counted in the employed group. All of these individuals fall under the umbrella of the term “hidden unemployment.” Discouraged workers, those who have stopped looking for employment and, hence, are no longer counted in the unemployed also fall into this group
Labor Force Participation Rate
Another important statistic is the labor force participation rate. This is the percentage of adults in an economy who are either employed or who are unemployed and looking for a job. Using the data in Figure and Table, those included in this calculation would be the 159.716 million individuals in the labor force. We calculate the rate by taking the number of people in the labor force, that is, the number employed and the number unemployed, divided by the total adult population and multiplying by 100 to get the percentage. For the data from January 2017, the labor force participation rate is 62.9%. Historically, the civilian labor force participation rate in the United States climbed beginning in the 1960s as women increasingly entered the workforce, and it peaked at just over 67% in late 1999 to early 2000. Since then, the labor force participation rate has steadily declined, slowly to about 66% in 2008, early in the Great Recession, and then more rapidly during and after that recession, reaching its present level, where it has remained stable, near the end of 2013.
The Establishment Payroll Survey
When the unemployment report comes out each month, the Bureau of Labor Statistics (BLS) also reports on the number of jobs created—which comes from the establishment payroll survey. The payroll survey is based on a survey of about 147,000 businesses and government agencies throughout the United States. It generates payroll employment estimates by the following criteria: all employees, average weekly hours worked, and average hourly, weekly, and overtime earnings. One of the criticisms of this survey is that it does not count the self-employed. It also does not make a distinction between new, minimum wage, part time or temporary jobs and full time jobs with “decent” pay.
How Does the U.S. Bureau of Labor Statistics Collect the U.S. Unemployment Data?
The unemployment rate announced by the U.S. Bureau of Labor Statistics on the first Friday of each month for the previous month is based on the Current Population Survey (CPS), which the Bureau has carried out every month since 1940. The Bureau takes great care to make this survey representative of the country as a whole. The country is first divided into 3,137 areas. The U.S. Bureau of the Census then selects 729 of these areas to survey. It divides the 729 areas into districts of about 300 households each, and divides each district into clusters of about four dwelling units. Every month, Census Bureau employees call about 15,000 of the four-household clusters, for a total of 60,000 households. Employees interview households for four consecutive months, then rotate them out of the survey for eight months, and then interview them again for the same four months the following year, before leaving the sample permanently.
Based on this survey, state, industry, urban and rural areas, gender, age, race or ethnicity, and level of education statistics comprise components that contribute to unemployment rates. A wide variety of other information is available, too. For example, how long have people been unemployed? Did they become unemployed because they quit, or were laid off, or their employer went out of business? Is the unemployed person the only wage earner in the family? The Current Population Survey is a treasure trove of information about employment and unemployment. If you are wondering what the difference is between the CPS and EPS, read the following Clear it Up feature.
What is the difference between CPS and EPS?
The United States Census Bureau conducts the Current Population Survey (CPS), which measures the percentage of the labor force that is unemployed. The Bureau of Labor Statistics' establishment payroll survey (EPS) is a payroll survey that measures the net change in jobs created for the month.
Criticisms of Measuring Unemployment
There are always complications in measuring the number of unemployed. For example, what about people who do not have jobs and would be available to work, but are discouraged by the lack of available jobs in their area and stopped looking? Such people, and their families, may be suffering the pains of unemployment. However, the survey counts them as out of the labor force because they are not actively looking for work. Other people may tell the Census Bureau that they are ready to work and looking for a job but, truly, they are not that eager to work and are not looking very hard at all. They are counted as unemployed, although they might more accurately be classified as out of the labor force. Still other people may have a job, perhaps doing something like yard work, child care, or cleaning houses, but are not reporting the income earned to the tax authorities. They may report being unemployed, when they actually are working.
Although the unemployment rate gets most of the public and media attention, economic researchers at the Bureau of Labor Statistics publish a wide array of surveys and reports that try to measure these kinds of issues and to develop a more nuanced and complete view of the labor market. It is not exactly a hot news flash that economic statistics are imperfect. Even imperfect measures like the unemployment rate, however, can still be quite informative, when interpreted knowledgeably and sensibly.
Click here to learn more about the CPS and to read frequently asked questions about employment and labor.
Key Concepts and Summary
Unemployment imposes high costs. Unemployed individuals suffer from loss of income and from stress. An economy with high unemployment suffers an opportunity cost of unused resources. We can divide the adult population into those in the labor force and those out of the labor force. In turn, we divide those in the labor force into employed and unemployed. A person without a job must be willing and able to work and actively looking for work to be counted as unemployed; otherwise, a person without a job is counted as out of the labor force. Economists define the unemployment rate as the number of unemployed persons divided by the number of persons in the labor force (not the overall adult population). The Current Population Survey (CPS) conducted by the United States Census Bureau measures the percentage of the labor force that is unemployed. The establishment payroll survey by the Bureau of Labor Statistics measures the net change in jobs created for the month.
Self-Check Questions
Suppose the adult population over the age of 16 is 237.8 million and the labor force is 153.9 million (of whom 139.1 million are employed). How many people are “not in the labor force?” What are the proportions of employed, unemployed and not in the labor force in the population? Hint: Proportions are percentages.
Hint:
The population is divided into those “in the labor force” and those “not in the labor force.” Thus, the number of adults not in the labor force is 237.8 – 153.9 = 83.9 million. Since the labor force is divided into employed persons and unemployed persons, the number of unemployed persons is 153.9 – 139.1 = 14.8 million. Thus, the adult population has the following proportions:
- 139.1/237.8 = 58.5% employed persons
- 14.8/237.8 = 6.2% unemployed persons
- 83.9/237.8 = 35.3% persons out of the labor force
Using the above data, what is the unemployment rate? These data are U.S. statistics from 2010. How does it compare to the February 2015 unemployment rate computed earlier?
Hint:
The unemployment rate is defined as the number of unemployed persons as a percentage of the labor force or 14.8/153.9 = 9.6%. This is higher than the February 2015 unemployment rate, computed earlier, of 5.5%.
Review Questions
What is the difference between being unemployed and being out of the labor force?
How do you calculate the unemployment rate? How do you calculate the labor force participation rate?
Are all adults who do not hold jobs counted as unemployed?
If you are out of school but working part time, are you considered employed or unemployed in U.S. labor statistics? If you are a full time student and working 12 hours a week at the college cafeteria are you considered employed or not in the labor force? If you are a senior citizen who is collecting social security and a pension and working as a greeter at Wal-Mart are you considered employed or not in the labor force?
What happens to the unemployment rate when unemployed workers are reclassified as discouraged workers?
What happens to the labor force participation rate when employed individuals are reclassified as unemployed? What happens when they are reclassified as discouraged workers?
What are some of the problems with using the unemployment rate as an accurate measure of overall joblessness?
What criteria do the BLS use to count someone as employed? As unemployed?
Assess whether the following would be counted as “unemployed” in the Current Employment Statistics survey.
- A husband willingly stays home with children while his wife works.
- A manufacturing worker whose factory just closed down.
- A college student doing an unpaid summer internship.
- A retiree.
- Someone who has been out of work for two years but keeps looking for a job.
- Someone who has been out of work for two months but isn’t looking for a job.
- Someone who hates her present job and is actively looking for another one.
- Someone who decides to take a part time job because she could not find a full time position.
Critical Thinking Questions
Using the definition of the unemployment rate, is an increase in the unemployment rate necessarily a bad thing for a nation?
Is a decrease in the unemployment rate necessarily a good thing for a nation? Explain.
If many workers become discouraged from looking for jobs, explain how the number of jobs could decline but the unemployment rate could fall at the same time.
Would you expect hidden unemployment to be higher, lower, or about the same when the unemployment rate is high, say 10%, versus low, say 4%? Explain.
Problems
A country with a population of eight million adults has five million employed, 500,000 unemployed, and the rest of the adult population is out of the labor force. What’s the unemployment rate? What share of population is in the labor force? Sketch a pie chart that divides the adult population into these three groups.
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oercommons
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2025-03-18T00:35:17.838904
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09/20/2018
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https://oercommons.org/courseware/lesson/28835/overview
|
The Phillips Curve
Overview
- Explain the Phillips curve, noting its impact on the theories of Keynesian economics
- Graph a Phillips curve
- Identify factors that cause the instability of the Phillips curve
- Analyze the Keynesian policy for reducing unemployment and inflation
The simplified AD/AS model that we have used so far is fully consistent with Keynes’s original model. More recent research, though, has indicated that in the real world, an aggregate supply curve is more curved than the right angle that we used in this chapter. Rather, the real-world AS curve is very flat at levels of output far below potential (“the Keynesian zone”), very steep at levels of output above potential (“the neoclassical zone”) and curved in between (“the intermediate zone”). Figure illustrates this. The typical aggregate supply curve leads to the concept of the Phillips curve.
The Discovery of the Phillips Curve
In the 1950s, A.W. Phillips, an economist at the London School of Economics, was studying the Keynesian analytical framework. The Keynesian theory implied that during a recession inflationary pressures are low, but when the level of output is at or even pushing beyond potential GDP, the economy is at greater risk for inflation. Phillips analyzed 60 years of British data and did find that tradeoff between unemployment and inflation, which became known as the Phillips curve. Figure shows a theoretical Phillips curve, and the following Work It Out feature shows how the pattern appears for the United States.
The Phillips Curve for the United States
Step 1. Go to this website to see the 2005 Economic Report of the President.
Step 2. Scroll down and locate Table B-63 in the Appendices. This table is titled “Changes in special consumer price indexes, 1960–2004.”
Step 3. Download the table in Excel by selecting the XLS option and then selecting the location in which to save the file.
Step 4. Open the downloaded Excel file.
Step 5. View the third column (labeled “Year to year”). This is the inflation rate, measured by the percentage change in the Consumer Price Index.
Step 6. Return to the website and scroll to locate the Appendix Table B-42 “Civilian unemployment rate, 1959–2004.
Step 7. Download the table in Excel.
Step 8. Open the downloaded Excel file and view the second column. This is the overall unemployment rate.
Step 9. Using the data available from these two tables, plot the Phillips curve for 1960–69, with unemployment rate on the x-axis and the inflation rate on the y-axis. Your graph should look like Figure.
Step 10. Plot the Phillips curve for 1960–1979. What does the graph look like? Do you still see the tradeoff between inflation and unemployment? Your graph should look like Figure.
Over this longer period of time, the Phillips curve appears to have shifted out. There is no tradeoff any more.
The Instability of the Phillips Curve
During the 1960s, economists viewed the Phillips curve as a policy menu. A nation could choose low inflation and high unemployment, or high inflation and low unemployment, or anywhere in between. Economies could use fiscal and monetary policy to move up or down the Phillips curve as desired. Then a curious thing happened. When policymakers tried to exploit the tradeoff between inflation and unemployment, the result was an increase in both inflation and unemployment. What had happened? The Phillips curve shifted.
The U.S. economy experienced this pattern in the deep recession from 1973 to 1975, and again in back-to-back recessions from 1980 to 1982. Many nations around the world saw similar increases in unemployment and inflation. This pattern became known as stagflation. (Recall from The Aggregate Demand/Aggregate Supply Model that stagflation is an unhealthy combination of high unemployment and high inflation.) Perhaps most important, stagflation was a phenomenon that traditional Keynesian economics could not explain.
Economists have concluded that two factors cause the Phillips curve to shift. The first is supply shocks, like the mid-1970s oil crisis, which first brought stagflation into our vocabulary. The second is changes in people’s expectations about inflation. In other words, there may be a tradeoff between inflation and unemployment when people expect no inflation, but when they realize inflation is occurring, the tradeoff disappears. Both factors (supply shocks and changes in inflationary expectations) cause the aggregate supply curve, and thus the Phillips curve, to shift.
In short, we should interpret a downward-sloping Phillips curve as valid for short-run periods of several years, but over longer periods, when aggregate supply shifts, the downward-sloping Phillips curve can shift so that unemployment and inflation are both higher (as in the 1970s and early 1980s) or both lower (as in the early 1990s or first decade of the 2000s).
Keynesian Policy for Fighting Unemployment and Inflation
Keynesian macroeconomics argues that the solution to a recession is expansionary fiscal policy, such as tax cuts to stimulate consumption and investment, or direct increases in government spending that would shift the aggregate demand curve to the right. For example, if aggregate demand was originally at ADr in Figure, so that the economy was in recession, the appropriate policy would be for government to shift aggregate demand to the right from ADr to ADf, where the economy would be at potential GDP and full employment.
Keynes noted that while it would be nice if the government could spend additional money on housing, roads, and other amenities, he also argued that if the government could not agree on how to spend money in practical ways, then it could spend in impractical ways. For example, Keynes suggested building monuments, like a modern equivalent of the Egyptian pyramids. He proposed that the government could bury money underground, and let mining companies start digging up the money again. These suggestions were slightly tongue-in-cheek, but their purpose was to emphasize that a Great Depression is no time to quibble over the specifics of government spending programs and tax cuts when the goal should be to pump up aggregate demand by enough to lift the economy to potential GDP.
The other side of Keynesian policy occurs when the economy is operating above potential GDP. In this situation, unemployment is low, but inflationary rises in the price level are a concern. The Keynesian response would be contractionary fiscal policy, using tax increases or government spending cuts to shift AD to the left. The result would be downward pressure on the price level, but very little reduction in output or very little rise in unemployment. If aggregate demand was originally at ADi in Figure, so that the economy was experiencing inflationary rises in the price level, the appropriate policy would be for government to shift aggregate demand to the left, from ADi toward ADf, which reduces the pressure for a higher price level while the economy remains at full employment.
In the Keynesian economic model, too little aggregate demand brings unemployment and too much brings inflation. Thus, you can think of Keynesian economics as pursuing a “Goldilocks” level of aggregate demand: not too much, not too little, but looking for what is just right.
Key Concepts and Summary
A Phillips curve shows the tradeoff between unemployment and inflation in an economy. From a Keynesian viewpoint, the Phillips curve should slope down so that higher unemployment means lower inflation, and vice versa. However, a downward-sloping Phillips curve is a short-term relationship that may shift after a few years.
Keynesian macroeconomics argues that the solution to a recession is expansionary fiscal policy, such as tax cuts to stimulate consumption and investment, or direct increases in government spending that would shift the aggregate demand curve to the right. The other side of Keynesian policy occurs when the economy is operating above potential GDP. In this situation, unemployment is low, but inflationary rises in the price level are a concern. The Keynesian response would be contractionary fiscal policy, using tax increases or government spending cuts to shift AD to the left.
Self-Check Question
How would a decrease in energy prices affect the Phillips curve?
Hint:
A decrease in energy prices, a positive supply shock, would cause the AS curve to shift out to the right, yielding more real GDP at a lower price level. This would shift the Phillips curve down toward the origin, meaning the economy would experience lower unemployment and a lower rate of inflation.
Review Questions
What tradeoff does a Phillips curve show?
Would you expect to see long-run data trace out a stable downward-sloping Phillips curve?
What is the Keynesian prescription for recession? For inflation?
Critical Thinking Questions
Do you think the Phillips curve is a useful tool for analyzing the economy today? Why or why not?
References
Hoover, Kevin. “Phillips Curve.” The Concise Encyclopedia of Economics. http://www.econlib.org/library/Enc/PhillipsCurve.html.
U.S. Government Printing Office. “Economic Report of the President.” http://1.usa.gov/1c3psdL.
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2025-03-18T00:35:17.864939
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09/20/2018
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https://oercommons.org/courseware/lesson/28832/overview
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Introduction to the Keynesian Perspective
The Great Recession
The 2008-2009 Great Recession hit the U.S. economy hard. According to the Bureau of Labor Statistics (BLS), the number of unemployed Americans rose from 6.8 million in May 2007 to 15.4 million in October 2009. During that time, the U.S. Census Bureau estimated that approximately 170,000 small businesses closed. Mass layoffs peaked in February 2009 when employers gave 326,392 workers notice. U.S. productivity and output fell as well. Job losses, declining home values, declining incomes, and uncertainty about the future caused consumption expenditures to decrease. According to the BLS, household spending dropped by 7.8%.
Home foreclosures and the meltdown in U.S. financial markets called for immediate action by Congress, the President, and the Federal Reserve Bank. For example, the government implemented programs such as the American Restoration and Recovery Act to help millions of people by providing tax credits for homebuyers, paying “cash for clunkers,” and extending unemployment benefits. From cutting back on spending, filing for unemployment, and losing homes, millions of people were affected by the recession. While the United States is now on the path to recovery, people will feel the impact for many years to come.
What caused this recession and what prevented the economy from spiraling further into another depression? Policymakers looked to the lessons learned from the 1930s Great Depression and to John Maynard Keynes' models to analyze the causes and find solutions to the country’s economic woes. The Keynesian perspective is the subject of this chapter.
Introduction to the Keynesian Perspective
In this chapter, you will learn about:
- Aggregate Demand in Keynesian Analysis
- The Building Blocks of Keynesian Analysis
- The Phillips Curve
- The Keynesian Perspective on Market Forces
We have learned that the level of economic activity, for example output, employment, and spending, tends to grow over time. In The Keynesian Perspective we learned the reasons for this trend. The Macroeconomic Perspective pointed out that the economy tends to cycle around the long-run trend. In other words, the economy does not always grow at its average growth rate. Sometimes economic activity grows at the trend rate, sometimes it grows more than the trend, sometimes it grows less than the trend, and sometimes it actually declines. You can see this cyclical behavior in Figure.
This empirical reality raises two important questions: How can we explain the cycles, and to what extent can we moderate them? This chapter (on the Keynesian perspective) and The Neoclassical Perspective explore those questions from two different points of view, building on what we learned in The Aggregate Demand/Aggregate Supply Model.
|
oercommons
|
2025-03-18T00:35:17.880839
|
09/20/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/28832/overview",
"title": "Principles of Macroeconomics 2e, The Keynesian Perspective, Introduction to the Keynesian Perspective",
"author": null
}
|
https://oercommons.org/courseware/lesson/28817/overview
|
Indexing and Its Limitations
Overview
By the end of this section, you will be able to:
- Explain the relationship between indexing and inflation
- Identify three ways the government can control inflation through macroeconomic policy
When a price, wage, or interest rate is adjusted automatically with inflation, economists use the term indexed. An indexed payment increases according to the index number that measures inflation. Those in private markets and government programs observe a wide range of indexing arrangements. Since the negative effects of inflation depend in large part on having inflation unexpectedly affect one part of the economy but not another—say, increasing the prices that people pay but not the wages that workers receive—indexing will take some of the sting out of inflation.
Indexing in Private Markets
In the 1970s and 1980s, labor unions commonly negotiated wage contracts that had cost-of-living adjustments (COLAs) which guaranteed that their wages would keep up with inflation. These contracts were sometimes written as, for example, COLA plus 3%. Thus, if inflation was 5%, the wage increase would automatically be 8%, but if inflation rose to 9%, the wage increase would automatically be 12%. COLAs are a form of indexing applied to wages.
Loans often have built-in inflation adjustments, too, so that if the inflation rate rises by two percentage points, then the interest rate that a financial institution charges on the loan rises by two percentage points as well. An adjustable-rate mortgage (ARM) is a type of loan that one can use to purchase a home in which the interest rate varies with the rate of inflation. Often, a borrower will be able receive a lower interest rate if borrowing with an ARM, compared to a fixed-rate loan. The reason is that with an ARM, the lender is protected against the risk that higher inflation will reduce the real loan payments, and so the risk premium part of the interest rate can be correspondingly lower.
A number of ongoing or long-term business contracts also have provisions that prices will adjust automatically according to inflation. Sellers like such contracts because they are not locked into a low nominal selling price if inflation turns out higher than expected. Buyers like such contracts because they are not locked into a high buying price if inflation turns out to be lower than expected. A contract with automatic adjustments for inflation in effect agrees on a real price for the borrower to pay, rather than a nominal price.
Indexing in Government Programs
Many government programs are indexed to inflation. The U.S. income tax code is designed so that as a person’s income rises above certain levels, the tax rate on the marginal income earned rises as well. That is what the expression “move into a higher tax bracket” means. For example, according to the basic tax tables from the Internal Revenue Service, in 2017 a single person owed 10% of all taxable income from $0 to $9,325; 15% of all income from $9,326 to $37,950; 25% of all taxable income from $37,951 to $91,900; 28% of all taxable income from $91,901 to $191,650; 33% of all taxable income from $191,651 to $416,700; 35% of all taxable income from $416,701 to $418,400; and 39.6% of all income from $418,401 and above.
Because of the many complex provisions in the rest of the tax code, it is difficult to determine exactly the taxes an individual owes the government based on these numbers, but the numbers illustrate the basic theme that tax rates rise as the marginal dollar of income rises. Until the late 1970s, if nominal wages increased along with inflation, people were moved into higher tax brackets and owed a higher proportion of their income in taxes, even though their real income had not risen. In 1981, the government eliminated this “bracket creep”. Now, the income levels where higher tax rates kick in are indexed to rise automatically with inflation.
The Social Security program offers two examples of indexing. Since the passage of the Social Security Indexing Act of 1972, the level of Social Security benefits increases each year along with the Consumer Price Index. Also, Social Security is funded by payroll taxes, which the government imposes on the income earned up to a certain amount—$117,000 in 2014. The government adjusts this level of income upward each year according to the rate of inflation, so that an indexed increase in the Social Security tax base accompanies the indexed rise in the benefit level.
As yet another example of a government program affected by indexing, in 1996 the U.S., government began offering indexed bonds. Bonds are means by which the U.S. government (and many private-sector companies as well) borrows money; that is, investors buy the bonds, and then the government repays the money with interest. Traditionally, government bonds have paid a fixed rate of interest. This policy gave a government that had borrowed an incentive to encourage inflation, because it could then repay its past borrowing in inflated dollars at a lower real interest rate. However, indexed bonds promise to pay a certain real rate of interest above whatever inflation rate occurs. In the case of a retiree trying to plan for the long term and worried about the risk of inflation, for example, indexed bonds that guarantee a rate of return higher than inflation—no matter the level of inflation—can be a very comforting investment.
Might Indexing Reduce Concern over Inflation?
Indexing may seem like an obviously useful step. After all, when individuals, firms, and government programs are indexed against inflation, then people can worry less about arbitrary redistributions and other effects of inflation.
However, some of the fiercest opponents of inflation express grave concern about indexing. They point out that indexing is always partial. Not every employer will provide COLAs for workers. Not all companies can assume that costs and revenues will rise in lockstep with the general rates of inflation. Not all interest rates for borrowers and savers will change to match inflation exactly. However, as partial inflation indexing spreads, the political opposition to inflation may diminish. After all, older people whose Social Security benefits are protected against inflation, or banks that have loaned their money with adjustable-rate loans, no longer have as much reason to care whether inflation heats up. In a world where some people are indexed against inflation and some are not, financially savvy businesses and investors may seek out ways to be protected against inflation, while the financially unsophisticated and small businesses may suffer from it most.
A Preview of Policy Discussions of Inflation
This chapter has focused on how economists measure inflation, historical experience with inflation, how to adjust nominal variables into real ones, how inflation affects the economy, and how indexing works. We have barely hinted at the causes of inflation, and we have not addressed government policies to deal with inflation. We will examine these issues in depth in other chapters. However, it is useful to offer a preview here.
We can sum up the cause of inflation in one phrase: Too many dollars chasing too few goods. The great surges of inflation early in the twentieth century came after wars, which are a time when government spending is very high, but consumers have little to buy, because production is going to the war effort. Governments also commonly impose price controls during wartime. After the war, the price controls end and pent-up buying power surges forth, driving up inflation. Otherwise, if too few dollars are chasing too many goods, then inflation will decline or even turn into deflation. Therefore, we typically associate slowdowns in economic activity, as in major recessions and the Great Depression, with a reduction in inflation or even outright deflation.
The policy implications are clear. If we are to avoid inflation, the amount of purchasing power in the economy must grow at roughly the same rate as the production of goods. Macroeconomic policies that the government can use to affect the amount of purchasing power—through taxes, spending, and regulation of interest rates and credit—can thus cause inflation to rise or reduce inflation to lower levels.
A $550 Million Loaf of Bread?
As we will learn in Money and Banking, the existence of money provides enormous benefits to an economy. In a real sense, money is the lubrication that enhances the workings of markets. Money makes transactions easier. It allows people to find employment producing one product, then use the money earned to purchase the other products they need to live. However, too much money in circulation can lead to inflation. Extreme cases of governments recklessly printing money lead to hyperinflation. Inflation reduces the value of money. Hyperinflation, because money loses value so quickly, ultimately results in people no longer using money. The economy reverts to barter, or it adopts another country’s more stable currency, like U.S. dollars. In the meantime, the economy literally falls apart as people leave jobs and fend for themselves because it is not worth the time to work for money that will be worthless in a few days.
Only national governments have the power to cause hyperinflation. Hyperinflation typically happens when government faces extraordinary demands for spending, which it cannot finance by taxes or borrowing. The only option is to print money—more and more of it. With more money in circulation chasing the same amount (or even fewer) goods and services, the only result is increasingly higher prices until the economy and/or the government collapses. This is why economists are generally wary of letting inflation spiral out of control.
Key Concepts and Summary
A payment is indexed if it is automatically adjusted for inflation. Examples of indexing in the private sector include wage contracts with cost-of-living adjustments (COLAs) and loan agreements like adjustable-rate mortgages (ARMs). Examples of indexing in the public sector include tax brackets and Social Security payments.
Self-Check Questions
How should an increase in inflation affect the interest rate on an adjustable-rate mortgage?
Hint:
Higher inflation reduces real interest rates on fixed rate mortgages. Because ARMs can be adjusted, higher inflation leads to higher interest rates on ARMs.
A fixed-rate mortgage has the same interest rate over the life of the loan, whether the mortgage is for 15 or 30 years. By contrast, an adjustable-rate mortgage changes with market interest rates over the life of the mortgage. If inflation falls unexpectedly by 3%, what would likely happen to a homeowner with an adjustable-rate mortgage?
Hint:
Because the mortgage has an adjustable rate, the rate should fall by 3%, the same as inflation, to keep the real interest rate the same.
Review Questions
What is indexing?
Name several forms of indexing in the private and public sector.
Critical Thinking Questions
If a government gains from unexpected inflation when it borrows, why would it choose to offer indexed bonds?
Do you think perfect indexing is possible? Why or why not?
Problems
If inflation rises unexpectedly by 5%, indicate for each of the following whether the economic actor is helped, hurt, or unaffected:
- A union member with a COLA wage contract
- Someone with a large stash of cash in a safe deposit box
- A bank lending money at a fixed rate of interest
- A person who is not due to receive a pay raise for another 11 months
Rosalie the Retiree knows that when she retires in 16 years, her company will give her a one-time payment of $20,000. However, if the inflation rate is 6% per year, how much buying power will that $20,000 have when measured in today’s dollars? Hint: Start by calculating the rise in the price level over the 16 years.
References
Wines, Michael. “How Bad is Inflation in Zimbabwe?” The New York Times, May 2, 2006. http://www.nytimes.com/2006/05/02/world/africa/02zimbabwe.html?pagewanted=all&_r=0.
Hanke, Steve H. “R.I.P. Zimbabwe Dollar.” CATO Institute. Accessed December 31, 2013. http://www.cato.org/zimbabwe.
Massachusetts Institute of Technology. 2015. "Billion Prices Project." Accessed March 4, 2015. http://bpp.mit.edu/usa/.
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oercommons
|
2025-03-18T00:35:17.908453
|
09/20/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/28817/overview",
"title": "Principles of Macroeconomics 2e, Inflation, Indexing and Its Limitations",
"author": null
}
|
https://oercommons.org/courseware/lesson/90434/overview
|
Modal Verbs - Ability - Can and Could - Off2Class ESL Lesson Plan
Overview
Ability – Can and could
This lesson plan is a great introduction to modal verbs. It is designed for beginner students and focuses on the use of can and can’t to discuss ability, possibility, and permissions. Throughout this lesson, students can practice both the positive and negative forms of can and could. In addition, students will study common questions and short answer prompts used in spoken English.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Ability – Can and could
This lesson plan is a great introduction to modal verbs. It is designed for beginner students and focuses on the use of can and can’t to discuss ability, possibility and permissions. Throughout this lesson, students can practice both the positive and negative forms of can and could. In addition, students will study common questions and short answer prompts used in spoken English.
Download the lesson plan Ability – Can and could here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/
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oercommons
|
2025-03-18T00:35:17.927367
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90434/overview",
"title": "Modal Verbs - Ability - Can and Could - Off2Class ESL Lesson Plan",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/83413/overview
|
Education Standards
Finding the theme cheat sheet
Love That Dog read aloud
Theme powerpoint
Theme video
Literacy Intervention
Overview
Lesson objective:
Students will determine the theme of a story, drama, or poem from details in the text.
The powerpoint and theme video are used to guide instruction and explain the basic concepts of theme.
The read aloud video and engage ny reading material guide are used for guided practice in supporting students as they learn to identify the theme of the story.
The image is used a resource to help students as they identify themes of stories, dramas, or poems.
Miss King's 4th grade literacy resource class
Attached are the powerpoint, video, reading material and image for this lesson.
The lesson focuses on students determing the theme of text.
Lesson objective:
Students will determine the theme of a story, drama, or poem from details in the text.
Lesson Instructions:
1. Follow along with the powerpoint slides over theme.
2. Watch the video that explains how to identify the theme of the story.
3. Watch the video reading of Love That Dog.
4. Refer to the image as needed. It is a cheat sheet to use when the determing the theme of the attached reading material.
5. Students will determine theme of the story Love That Dog. The engage new york reading material has been attached as an insturctional guide for the teacher to lead the lesson over detemining the theme of loved that dog.
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oercommons
|
2025-03-18T00:35:17.952977
|
Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83413/overview",
"title": "Literacy Intervention",
"author": "Lesson"
}
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https://oercommons.org/courseware/lesson/109539/overview
|
Color Theory
Color Theory
Overview
Students will explore and learn how to break down colors to create new ones. Students will be assessed after the lesson to be clear the students fully understand the color wheel. Students will create a new design to establish full knowledge about the color wheel.
Color Wheel Project
Grade: 8th
Objectives: Students will understand, explain, and complete a creative design that incorporates the color wheel as the object of interest. Students will complete an assessment that requires knowledge of the color wheel, including primary, secondary and tertiary colors, warm and cool colors.
Introduction: Students will be asked to break down secondary and tertiary colors into their primary colors in a group. This will help pull from the students prior knowledge of the color wheel. Students will begin using acrylic paint to create all colors and experimenting with the colors to see how many can be created with the primary colors.
Assignment: The students will begin brainstorming several ideas on creating a color wheel creatively placed inside a design. The color wheel needs to be the object of interest. After the teacher approves of the design created, students can begin working on this assignment. This assignment will be painted on 16x20 bristol paper. All students will have 2 weeks to fully complete the assignment.
Feedback: All students will present their work of art and explain how they chose their design. They will explain how they think this design works for a color wheel. This will be an opportunity for everyone to join in for constructive criticism.
Assessment: Students will be given a paper assignment to complete in the beginning after the lesson is presented. This will help the teacher know if the students are fully understanding the color wheel.
Grading: Students will be graded on creativity, cleanliness, accuracy of content, and completion on time.
Standards:
8.VA.CP.1.1 Apply knowledge of elements of art and design
8.VA.CP.2.1 Experiment, innovate, and take risks to create a unique design or artwork
8.ARCM.1.1 Consistently apply respect for personal artwork and the artwork of others.
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oercommons
|
2025-03-18T00:35:17.972582
|
10/22/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109539/overview",
"title": "Color Theory",
"author": "Maggie Barnett"
}
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https://oercommons.org/courseware/lesson/94150/overview
|
Scissors Practice
Overview
ACTIVITY OBJECTIVE: Improve Concentration and Fine motor skills.
Attention - Fine Motor Skills
Be there with the child to make sure they are using safety scissors and they can handle them without causing harm to themselves or others.
ACTIVITY OBJECTIVE: Improve Concentration and Fine motor skills.
ACTIVITY DESCRIPTION:
Getting kids started with arts and crafts, this easy activity requires concentration to cut along the lines correctly.
Simply take a piece of paper or card, draw some simple lines, and ask the child to cut along as close to the line as possible.
As they improve, you can make the lines more complex, and in turn, improve their skills.
FOR PRINTABLES
ACTIVITY MATERIALS
based on the time of activity | Printed out dotted cards |
01 | safety scissors for children |
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oercommons
|
2025-03-18T00:35:17.986125
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Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94150/overview",
"title": "Scissors Practice",
"author": "Special Education"
}
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https://oercommons.org/courseware/lesson/97244/overview
|
Learning Centers Observation Tool
Overview
Use this document in your PLC, with your teaching partner, or alone to map out which WaKIDS Whole-child Assessment Objectives you might observe in each center.
This is a planning tool for WaKIDS Objecties for Development and Learning.
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oercommons
|
2025-03-18T00:35:18.002028
|
09/15/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97244/overview",
"title": "Learning Centers Observation Tool",
"author": "Whitney White"
}
|
https://oercommons.org/courseware/lesson/76003/overview
|
https://ucla.app.box.com/v/elpa21-enrichment-activities/file/731899371002
K-2 Recordings
Overview
These are listening comprehension recordings for K-2 developed by ELPA. They align with ELP listening comrehension standards.
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oercommons
|
2025-03-18T00:35:18.018875
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76003/overview",
"title": "K-2 Recordings",
"author": "Speaking and Listening"
}
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https://oercommons.org/courseware/lesson/94161/overview
|
The Magic Cup
Overview
ACTIVITY OBJECTIVE: This fun memory activity requires them to focus, and remember.
Memory - Attention
Make sure the child sees and identifies where the ball is.
Start with shuffling the cups slowly, and go up gradually each time.
ACTIVITY OBJECTIVE: This fun memory activity requires them to focus, and remember.
ACTIVITY DESCRIPTION:
Place three identical, plastic cups in a line on the table, rim down.
Place a small rubber ball under one cup, allowing your child to see which cup the ball is under.
Shuffle the cups around by sliding them across the table, switching their positions quickly back and forth and all around.
Once you have stopped moving the cups ask your child to identify which cup the ball is now under.Page Break
ACTIVITY MATERIALS
03 | Identical, non-transparent plastic cups |
01 | rubber ball |
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oercommons
|
2025-03-18T00:35:18.032773
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94161/overview",
"title": "The Magic Cup",
"author": "Special Education"
}
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https://oercommons.org/courseware/lesson/69967/overview
|
Education Standards
A Time for Every Season - Grade 8
Overview
Middle school lessons utilize local phenomenon and are organized by grade bands. By designing 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. #Going 3D with GRC
Lesson - Cause of the Seasons
Student Science Performance
Phenomenon: In December it was dark when we came home from basketball practice, but in May we played baseball and it was light until 8:30 pm.
Gather:
Students develop questions to obtain information about the patterns of change in sunset time.
Students obtain information about the causes of change in sunrise and sunset time.
Students obtain information about the causes of seasons, and how the sunlight hours and angle of incidence affect seasonal changes.
Students obtain information by reading native American stories for the patterns in the changes of seasons.
Students use a model to show the relative positions of the Earth and Sun system. https://utah.pbslearningmedia.org/resource/buac18-68-sci-ess-seasonsearthmars/seasons-on-earth-and-mars/
(Teaching Suggestions: Engage students in phenomena - let the daylight savings discussion be in the background and address it in the class discussion. Useful URLs for #2 use the link https://www.timeanddate.com/sun/usa/oklahoma-city?month=11&year=2018 for #3 you may want to use http://d3tt741pwxqwm0.cloudfront.net/WGBH/npls13/npls13_int_seasons/index.html# #4 In this section you will be discussing ways of knowing that include other ways of knowing that comes from observing the environment and describing stories to the cause of the patterns that are observed. http://www.snowwowl.com/legends/abenaki/abenaki5.html; http://www.oneidaindiannation.com/the-legend-of-the-three-sisters/ )
Reason:
6. Students develop and use a model to show the causes of the seasons.
7. Students construct an explanation for how the motion of the Earth around the sun and the tilt of the Earth cause the seasons.
(Teaching Suggestions: The model can be a diagram or physical model but must show the relationship between the changes that cause the seasons. Some student models show a storyboard or series of models that show the progression or changes over time. Focus on the cause of the difference in the amount and intensity of sunlight at a given location in Oregon.)
Class Discussion:
Q: How does your explanation account for the southern hemisphere having summer at the same time we are having winter?
Q: Why do locations near the equator have less seasonal variation than locations further north?
Q: Why are the length of days similar in the fall and the spring?
Q: Why are the longest daylight hours in summer and the shortest in winter?
Q: Why is it warmer in the middle of the day than in the evening?
Q: Why do we have daylight savings time and how does that affect this phenomenon?
(Teaching Suggestions: Focus the students on the relative positions of the Earth and Sun and how the tilt of the earth causes the seasons. Encourage students to write on the board or act out the ideas they use to respond to the questions. Be sure to extend thinking by having multiple students respond to each question and discuss how their model and explanation are consistent or not consistent. Discuss the Daylight savings time as a man-made convention and not an astronomical phenomenon.)
Students revise their explanation for how the motion of the Earth around the sun and the tilt of the Earth cause the seasons.
Communicate Reasoning:
9. Students develop and use a model to support an explanation for the causes of the seasons.
*See attached document below for full lesson.
Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Shirlene Murr-Thompson, Cristin Floch, and Jeffrey Patterson.
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oercommons
|
2025-03-18T00:35:18.054690
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69967/overview",
"title": "A Time for Every Season - Grade 8",
"author": "Geology"
}
|
https://oercommons.org/courseware/lesson/108828/overview
|
South Carolina Credit Check Tool
Overview
An organizational tool for South Carolina School Counselors, students and parents to make certain their students are meeting the graduation requirements needed to graduate from a South Carolina High School.
A School Counselor's Tool to Checking Graduation Credits
As a School Counlser one of my most important and stressful responsibilities was making certain my students were on track for graduation. The first year I worked in a school, I had 250 students on my caseload and found the task of keeping track of graduation credits a bit overwhelming. I developed this tool to help me stay organized. I made a copy for each student in my caseload and placed it in a binder beside a copy of their transcript. I used the form each year to record students' credits and to record long term goals for the student. If the student was planning on attending a four year college, I would also record the required credits he or she would need to attend a college they were considering to make certain these requirements were met as well. This tool saved me! He was a great visual to help me see how the student was making progress towards graduation and would set off red flags if a student did not earn something at the end of each year. I loved using this to keep myself organized and know other counselors would benefit from it as well. I used the South Carolina Department of Education's website to record the credits needed to graduate (https://ed.sc.gov/districts-schools/state-accountability/high-school-courses-and-requirements/). My schools were on block schedule so each semester I would record the new classes on the tool they had completed and received credit for as it related to earning graduation credits. Additionally I would share a copy of this resource with each student's parents so they could also help make certain their students were registered for the right class and were aware what their student needed to take to graduate on time.
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oercommons
|
2025-03-18T00:35:18.072162
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108828/overview",
"title": "South Carolina Credit Check Tool",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/63511/overview
|
Education Standards
Carbon Cycle
Overview
Series of resources about the carbon cycle with an accompanying assessment at the end.
Learning Goals
Learning Goals
1. List factors that contribute to transfer of carbon within Earth's systems.
2. Describe how those factors contribute to an increase or decrease of carbon within Earth's systems.
3. Create a model of the carbon cycle including the informaiton from goals 1 and 2.
Steps to Complete Learning Goals
Work through the resources listed to learn about the carbon cycle. With each resource, take notes on the factors that affect the carbon cycle and if they increase or decrease carbon in a system. Then create a model with the information learned. When finished, take the assessment.
Resource 1: Carbon Cycle Game
Go to the simulation linked below. When working through the simulation, take notes in a table like the one listed below.
| Factor Affecting Carbon Flow | How Factor Impacts an Earth System | Increase or Decrease Carbon? |
Resource 2: Carbon Cycle Video
Go to the video linked below. While watching the video, pause and take notes in a table like the one listed below.
| Factor Affecting Carbon Flow | How Factor Impacts an Earth System | Increase or Decrease Carbon? |
Carbon Cycle Model
Create a model of the carbon cycle. Use arrows to show carbon moving from one place ot another. Along the arrow write the names of processes and the process is increasing or decraseing the carbon within that part of Earth.
Assessment
Work through the assessment (Google forms) after you complete the previous sections.
|
oercommons
|
2025-03-18T00:35:18.096795
|
Simulation
|
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"url": "https://oercommons.org/courseware/lesson/63511/overview",
"title": "Carbon Cycle",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/98328/overview
|
Education Standards
https://oceanservice.noaa.gov/facts/eutrophication.html
Image of Eutrophication
Introduction to Fertilizers
Overview
This is a short module on fertilizers. In it, you will find the following different topics such as: definition of a fertilizer, dharacteristics of organic and inorganic fertilizers. the process of eutrophication and its relationship to fertilizer use, the purpose for and definition of compost (sustainability), and how to compost.
In addition to being an introduction on fertilizers, this module is also designed for students to start thinking about sustainability and how to limit negative impacts on the environment.
What are Fertilizers?
Introduction
Fertilizers are substances that are added to the soil to provide essential nutrients necessary for plant growth. There are two main types: organic and inorganic fertilizers. The former includes materials derived from plants or chemicals, whether that be feces or decomposed matter. The latter includes man-made and chemical substances.
Every bag of fertilizer contains a label for the % amount of each of three key nutrients in the bag by weight. In order, the numbers are read from left to right and represent nitrogen (N), phosphorus (P), and potassium (K) levels in that bag.
Review: A fertilizer bag has a label "8-6-2." What % of nitrogen, phosphorus, and potassium are in the bag?
Inorganic vs. Organic Fertilizers
Here is a comprehensive table with some of the main characteristics of organic and inorganic fertilizers.
| Organic Fertilizers | Inorganic Fertilizers |
|
|
After reading through the table, answer the following questions in your own words:
- Which type of fertilizer should farmers use? Organic, inorganic, or both types of fertilizers?
- Are organic fertilizers more accessible than inorganic fertilizers?
- What are the pros and cons of organic and inorganic fertilizers?
Fertilizer Pollution
Farmers typically use both kinds of fertilizers because each serves a different role on agricultural lands. Organic fertilizers typically help with soil quality while inorganic fertilizers help with efficiency. Nonetheless, the inappropriate use of inorganic fertilizers are a major source of nutrient pollution in some waterways.
When too many nutrients are added to a field, wet weather events cause the nutrients to seap out and collect in water bodies located downstream. Here, the nutrients are then taken up by aquatic microorganisms and create deadly algal blooms that devasate entire ecosystems. This process is called eutrophication and to learn more about it, visit the website below where the National Ocean and Atmospheric Association (NOAA) has outlined the causes and effects of eutrophication.
Answer the following question in your own words
- What management practices can be applied to account for this issue?
Composting
Farmers are not the only ones who use fertilizers, but individuals who are less experienced in growing plants will be even more likely to misapply inorganic fertilizers. Luckily, most individuals are not expected to grow food at the rate farmers do, so individuals can make better use of organic fertilizers instead. In fact, a sustainable way of using the organic wastes produced at home is to use it compost it and use it as an organic fertilizer.
Compost is a type of organic fertilizer.
Composting is the process of creating compost, or the optimazation of conditions for decomposition.
Ideally, any waste generated by individuals should be kept in three separate piles:
- Recycle: plastics, paper, and glass
- Compost: for browns (carbon-rich) and greens (nitrogen-rich)
- Browns: dead leaves, branches, sawdust...
- Greens: grass clippings, food (fruit and vegetable) scraps, ...
- Trash: all other items
Apply Concepts: Composting
Composting is a sustainable way of using waste and improving soil quality, it also limits the dependency on inorganic fertilizers which are known to be major sources of pollution. However, a major challenge when it comes to composting for the first time is figuring out what items can be added to a compost bin and what cannot. This was briefly outlined in the previous section, but below is an assignment to help you learn how and what to compost.
Assignment:
- Find a partner.
- Create a table with 2 columns. At the top of the first column, title it Compostable. At the stop of the second column, title it Non-Compostable.
- Work with your partner to compile a list of at least 3 items in each column.
- At the end, example why the non-compostable items cannot be composted.
Additional Practice:
For more practice on being sustainable and separating waste into apporpriate bins, feel free to play online game below, created by National Geographic.
|
oercommons
|
2025-03-18T00:35:18.128920
|
Module
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98328/overview",
"title": "Introduction to Fertilizers",
"author": "Life Science"
}
|
https://oercommons.org/courseware/lesson/79699/overview
|
Education Standards
ASSIGNMENT
Holocaust Video
The Holocaust and its Most Famous Victim
Overview
Learning about the holocaust through a R.A.F.T. assignment analyzing a primary source from Anne Frank's diary.
Before beginning this assignment, look over the reading and the video.
In this assignment, students will learn about the Holocaust and one of its most famous victims: Anne Frank. They will discover how Jews lived in Germany during WW2 through a R.A.F.T. assignment where they will analyze a primary source from Anne Frank's diary.
|
oercommons
|
2025-03-18T00:35:18.156925
|
Abigail Atkinson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79699/overview",
"title": "The Holocaust and its Most Famous Victim",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/96402/overview
|
Phrasal Verbs: "intend to," "intend for," "plan on," and "think about"
Overview
Six multiple choice questions using phrasal verbs.
Worksheet
Talking about the future using phrasal verbs
(intend to, intend for, think about, plan on)
- Samantha __________________ study when she returned home.
a) intended to
b) think about
c) planned on
- Let’s _______________ getting together next Tuesday.
a) plan on
b) intend to
c) intend for
- This doesn’t surprise me at all. I always _________________ you to find me.
a) thought of
b) intended for
c) intended to
- We’re __________________ getting a new puppy.
a) thinking about
b) intending to
c) intending for
- By teaching him about everything in the kitchen, the famous chef ___________ his assistant to become the manager someday.
a) intended to
b) intended for
c) planned on
- I made you a promise, and I ________________ keep it.
a) intend to
b) think about
c) plan on
|
oercommons
|
2025-03-18T00:35:18.174148
|
08/14/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96402/overview",
"title": "Phrasal Verbs: \"intend to,\" \"intend for,\" \"plan on,\" and \"think about\"",
"author": "Leanne Morgan"
}
|
https://oercommons.org/courseware/lesson/109812/overview
|
Emotional Thermostat
Objectives Tracker
Practice Discipline
Introduction to Kindergarten Classroom Management
Overview
Introduction to Kindergarten Classroom Management is a accessible and free Open Educational Resource (OER) that is designed for inexperienced kindergarten teachers or education majors. This course will equip you with valuable resources and strategies to create an equitable and nurturing classroom for young children.
With a primary focus on the unique needs of kindergarteners, participants of this course will explore diverse resources to improve the development of students and manage their classroom well. This course is an invaluable resource for those embarking on a career in teaching. By the end, you will be prepared to manage the classroom with confidence and competence.
History of Classroom Management
Classroom management has changed and evolved significantly, especially when considering early childhood education. Historically, classroom management was heavily reliant on strict discipline and control. Today, educators acknowledge the importance of a more student-centered approach, as discussed in this course. This shift in management emphasizes nurturing development, proactive strategies, and fosters a positive learning enviornment to meet the diverse and unique needs of young leanrers. This represents a pivitol transformation in classroom management strategies from history.
Below is a resource that can allow students to rate the emotional well being. This is age-appropriate for young children because they are not equiped to understand how feelings can be transcribed to words and thoughts. This can be printed as a poster or kept in the classroom for students to reference.
Student Learning Objectives
By the end of this course, students will be able to..
1. Identify and explain key developmental milestones in young children, allowing educators to tailor strategies used for classroom management based on diverse student backgrounds.
2. Acquire skills to design and implement age-appropriate classroom routines and procedures that promote structure and foster independence.
3. Learn proactive behavior management tools that prevent challenging behaviors or actions, ultimately creating a more harmonious learning environment.
4. Gain knowledge and techniques needed to support the emotional development of young children, promoting a nurturing environment.
5. Identify and access valuable educational resources such as OERs. videos, and books to continue professional development after the course is completed.
Attached is an objectives tracker. As you gain knowledge of an objective, move the check mark to indicate you have mastered that specific objective. This allows you to quickly track your understanding of this classroom.
Rules and Regulations
Rules and regulations are especcialy important in a kindergarten classroom for several reasons. Firstly, they establish a predictable, therefore safe, learning environment where young children can thrive with no fear of harm. This will allow students to thrive emotionally and academically. Rules reducing anxiety and help children understand boundaries and expectations in any enviornment. Further, rules can help foster social skills, teach young children to interact respectfully with their peers and teachers.
In order to create rules based off of your own diverse student needs, involve students and their parents in the rule-making decision process. Gain an understanding of cultural backgrounds your students and their families pocess, as well as learning styles, and individual requirements (IEP, or other actions plans) for your students. Striving for inclusivity and accessibility is pertinent for rule making. After your rules are established in your classroom, revisit them frequently to reinforce their importance and adapt them as necessary.
Below is an example of a poster you can use or create that set clear expectations and rules for a kindergarten classroom.
Discipline and Consequences
Disciplining young children/kindergarten students requires a balanced and nurturing approach that focuses on celebrating good behaviors rather than penalizing students. Here are some examples of fair discipline strategies:
1. Use positive reinforcement by acknowledging and rewarding desired behaviors with praise. Praise can look like verbal approval, stickers, or small prizes that are attractive to young children.
2. Redirect and distract students from inappropriate behaviors by guiding them away to a more suitable task or activity.
3. Reinforce rules and expectations that have already been established in your learning enviornment, refer to the rules poster we reviewed earlier.
4. Use time-outs sparingly and as a moment for relection rather than a punishment. It can provide students with time to calm down and regain self-control.
5. Teach conflict-resolution and problem-solving skills so students can express their own feelings and negotiate conflicts as they arise.
Rememeber, every student is different and situations vary dramatically. Consistency, patience, and a nurturing enviornment are key to creating a fair classroom. Trust your professional opinion, and even gain a second one if needed.
Below is an exercise that allows you to chose the best strategy to implement based off of the scenario.
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oercommons
|
2025-03-18T00:35:18.201444
|
Activity/Lab
|
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"url": "https://oercommons.org/courseware/lesson/109812/overview",
"title": "Introduction to Kindergarten Classroom Management",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/105003/overview
|
Trigonometry
Overview
Analyze situations, check for limitations, and examine appropriate methods of solutions using trigonometry practice.
Manipulate trigonometric functions and substitute equivalent expressions.
Work in small groups encouraging classmates and communicating thoughts.
Maths
Step 1. The teacher shows the model of a right angle triangle and stands near a vertex naming it as Θ. Students are asked to name the relative adjacent and opposite sides. Same process is repeated by flipping the vertex. Student identifies the relation between the sides and Θ. Thus confirm that when Θ changes adjacent and opposite sides will change. step 2. Slide 2- Pythagoras theorem is introduced. step 3. slide 3- Similarity is introduced. Test of Similarity is revised. Activity: Dividing the class of 40 students in 5 groups. Providing flash cards which asks the students to identify if triangles are similar and name the test of similarity. Step 4. slide 4, 5, 6 more examples are studied. step 4: Slide 7, 8: Names of trignometric ratios are introduced. Step 5. Slide 9,10: A story is narrated to students with voice modulation, so that they remember the trignometric ratios for ever. Step 6: Slide 11 to 14: Daily life examples of trigonometry are shown to students Step 7: Closing: Evaluatiom: Activity: Dividing the class of 40 students in 5 groups. Providing flash cards along with answer sheets. Each group gets two triangles where the student has to write down all trignometic ratios using the sides of the given triangles. This will help teacher identify if the topic is understood by each student.
|
oercommons
|
2025-03-18T00:35:18.219709
|
06/09/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105003/overview",
"title": "Trigonometry",
"author": "SUNDARI JD"
}
|
https://oercommons.org/courseware/lesson/75999/overview
|
https://ucla.app.box.com/v/elpa21-enrichment-activities/file/731899317002
https://ucla.app.box.com/v/elpa21-enrichment-activities/file/731899339802
Listening 3-5
Overview
These materials were created by ELPA and they aling with the ELP standards. Theya re organized by grade level and domain.
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oercommons
|
2025-03-18T00:35:18.237647
|
Languages
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75999/overview",
"title": "Listening 3-5",
"author": "Language, Grammar and Vocabulary"
}
|
https://oercommons.org/courseware/lesson/112525/overview
|
Third Grade Literary Essay Rubric
Overview
Third Grade rubric for literary essay. For student us or teacher use.
Third Grade Literary Essay Rubric
This essay rubric should be used to conference with student during the editing and revising process of writing wrokshop. Students should use this rubric/checklist as a tool to develop thier writing.
A Literary Essay Should Include:
Introduction includes a thesis and the authors name and title | ___ Thesis ___ Title ___ Author |
Transition words are used throughout the piece | |
Three pieces of evidence with reasoning | ___ Evidence ___ Reasoning ___ Evidence ___ Reasoning ___ Evidence ___ Reasoning |
Conclusion includes re-stated thesis and short book review or remark | ___ Thesis ___ Review/Remark |
Did you organize your writing with paragraphs? | |
Did you include proper capitalization? | |
Did you include proper punctuation? | |
Did you use what you know about spelling? |
Third Grade Literary Essay © 2024 by Mary Rodgers is licensed under CC BY 4.0
|
oercommons
|
2025-03-18T00:35:18.263237
|
02/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112525/overview",
"title": "Third Grade Literary Essay Rubric",
"author": "Mary Rodgers"
}
|
https://oercommons.org/courseware/lesson/86529/overview
|
Education Standards
2. The State We're In: Washington (3-5 Edition) Teacher Guide - Chapter 3
3. Teacher Guide - Chapter 3 - Launch
4. Teacher Guide - Chapter 3 - Focused Notes
5. Teacher Guide - Chapter 3 - Inquiry
The State We're In: Washington (Grade 3-5 Edition)
The State We're In: Washington - Teacher Guide Chapter 3 - The Design of Today's Democracy
Overview
While the arrival of explorers and the beginning of the fur trade were going on in the American Northwest, a new nation was being born in the east.
This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 3. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.
Introduction
The United States is a country of laws. The Constitution is the law of the land, and systems of governing stem from it. Voting is the way people participate in elections. Voting rights have changed throughout the history of the United States. People have been included and excluded from voting in elections, but gradually voting rights have increased to include more people and a larger percent of the total population. Because voting rights have been expanded over time, more people have had the opportunity to vote.
In the focused inquiry students will have the opportunity to discover why voting is more inclusive now than at the nation’s founding.
The Design of Today's Democracy
General Overview
Enduring Understanding
The United States is a country of laws. The Constitution is the law of the land, and systems of governing stem from it. Voting is the way people participate in elections. Voting rights have changed throughout the history of the United States. People have been included and excluded from voting in elections, but gradually voting rights have increased to include more people and a larger percent of the total population. Because voting rights have been expanded over time, more people have had the opportunity to vote.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- Who got to vote when the country was founded? Who was left out? How has this changed over time, and why is that important?
- How do all parts of government work separately and together to govern?
- Why are democratic institutions important?
Learning Targets
Students will be able to…
- C2.3.4 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
- C2.4.3 Explain how groups of people make rules to create responsibilities and to protect freedoms
- C4.4.1 Recognize that civic participation involves being informed about public issues, taking action, and voting in elections
Key Vocabulary
A list of key Tier 2 vocabulary words is included here for your students. Teach these using whatever strategy you find works best for your students. Encourage students to incorporate these vocabulary words as they work through the components of the chapter guide and intentionally use them as appropriate in their final products.
- Democracy: people can govern themselves & elect their own leader(s) (p. 35)
- Equal: put the interest of the common good ahead of one’s own interests (p. 36)
- Coverture: when a woman married, she no longer had any legal existence separate from her husband (p. 37)
- Systems of checks & balances: spreading power around to different branches of government (p. 43)
- Rule of law: government is guided by the law, not by what one person, or group of people, wants to do (p. 44)
- Fact: something that is true (p. 49)
- Opinion: a judgment about something, but not necessarily based on facts (p. 49)
- Government: takes care of its citizens, makes national laws, protect basic freedoms of all Americans that are spelled out in the Bill of Rights page 39
- Constitution: a list of principles and laws that say how an organization/government is to be governed (p. 36)
- Equality: a person or thing considered to be the same as another (p. 36)
Task 1: Launch
Hooking students into the content of the chapter.
Distribute the Student handout: Launch to students.
- Guide students in answering the prompts on the handout individually and in partners.
- There is no “correct” answer. Encourage the students to explain their thinking with each other
Task 2: Focused Notes
Activating student thinking about the content of the entire chapter.
Distribute the Student handout: Focused Notes to students.
- As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups.
Task 3: Focused Inquiry
A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents.
Compelling Question
What does it mean to be equal?
Attribution and License
Attribution
This Teacher’s Guide for The State We’re In: Washington - Chapter 3 was developed by Mary Schuldheisz, School Administrator, St. Luke’s Lutheran Church & School – Federal Way, WA
The downloadable digital version of The State We're In: Washington (Grades 3-5 Edition) by Jill Severn for the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website.
License
Except where otherwise noted, Teacher’s Guide - Chapter 3: The State We’re In: Washington, copyright Washington Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
|
oercommons
|
2025-03-18T00:35:18.305856
|
Leslie Heffernan
|
{
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"url": "https://oercommons.org/courseware/lesson/86529/overview",
"title": "The State We're In: Washington - Teacher Guide Chapter 3 - The Design of Today's Democracy",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/63899/overview
|
Education Standards
completed wire frame
step 1
step 2
steps 3 & 4
Talking DNA molecule construction record table
Talking DNA Molecules
Overview
In this activity, students will create a segment of DNA out of wire and play-doh. Using a simple computer code, they will make their DNA talk by connecting a Makey Makey circuit board and hooking it up to a computer.
Students will create a talking model of DNA
| Timeframe # Weeks or Lessons: This lesson should take 3-4 42 minute class peirods. |
Stage 1 - Desired Results
| Big Idea(s)& Essential Questions |
| Big Ideas: DNA, RNA & Protein Synthesis |
| Essential Questions: How are traits passed from parents to offspring? |
| Students Will Know | Students Will Be Doing |
|
|
Stage 2 - Evidence of Understanding
| Assessments (Formative and Summative): | Performance Task(s) |
|
|
Stage 3 - Lesson Learning Targets
Learning Activities: Learning targets are written from the students perspective. I can…
|
|
| Lesson Procedure Notes: |
1. The wire you use must be plastic-coated, insulated wire. The circuitry will not work if the wire is not insulated. 2. Students will need to use an email address to create a Scratch account. As stated in the instructions, Scratch can be used without joining/making an account, but their work will not be saved. 3. Make sure none of the play-doh touches on the students' models. If they play-doh touches, the current will travel between both, and both Scratch codes will be spoken simultaneously. 4. I circulated among student groups and listened to each model individually, assessing them on the spot. 5. If play-doh models need to be saved over night to be hooked up the next day, place each in a separate gallon zip-top bag. Otherwise, the play-doh will dry out and not conduct electricity. 6. After assessing students, I had them remove the play-doh from the wire models, and I kept the wire models for future use. This cuts down on the materials needed from year-to-year, and it also saves an entire class period of time. 7. You may find that students need wire tools like jewelry or needle-nose pliers to twist the thinner wire around the thicker back-bone wire. 8. I don't recommend wire thinner than 12-gauge and for the backbone...it's too flimsy. However, thinner wire for the rungs of the ladder should be okay, but I like the firmness of the 18-gauge for supporting the play-doh. 9. I purchased 1000 orthodontic rubber bands from Amazon for this project. You could also use small hair-elastics.
Suggested adaptations for special needs students:
|
Students will create a model of DNA that speaks to them - in their own voices! DNA structure will be explored, including the sugar-phosphate backbone, complementary base pairing and hydrogen bonding between nitrogen bases.
Materials
2 10-inch pieces of 12-gauge wire
4 6-inch pieces of 18-gauge wire
6 different colors of play-doh
16 small rubber bands
Talking DNA molecule construction record table
Laptop
Makey Makey circuitry
Procedure:
Create your code:
TIP: Do not allow any of your play-doh colors to touch. This will cause the current of your circuit to flow between them, and all connected sounds will play at once. Attach the Makey Makey to the model:
|
|
oercommons
|
2025-03-18T00:35:18.342990
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63899/overview",
"title": "Talking DNA Molecules",
"author": "Genetics"
}
|
https://oercommons.org/courseware/lesson/68169/overview
|
Deaf President Now Movement
Overview
This video presentation informs about the Deaf President Now Movement at Gallaudet University.
Deaf President Now Movement
This video presentation informs about the Deaf President Now Movement at Gallaudet University. Textual information contributed by Emma Nigbur.
|
oercommons
|
2025-03-18T00:35:18.355962
|
06/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68169/overview",
"title": "Deaf President Now Movement",
"author": "Tahna Mazziotti"
}
|
https://oercommons.org/courseware/lesson/78463/overview
|
Educational Psychologist - Educational Psychology in the Open Science Era
Overview
Special Issue of Educational Psychologist - Educational Psychology in the Open Science Era
Special Issue
Recently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly.
Note: The EP Links below are not yet live. Check back soon!
From old school to open science: The implications of new research norms for educational psychology and beyond
Hunter Gehlbach and Carly D. Robinson
Preprint Link: https://edarxiv.org/za7p5
EP Link: https://doi.org/10.1080/00461520.2021.1898961
Replication is important for educational psychology: Recent developments and key issues
Jonathan A. Plucker and Matthew C. Makel
Preprint Link: https://edarxiv.org/s3wye
EP Link: https://doi.org/10.1080/00461520.2021.1895796
Preregistration and registered reports
Justin Reich
Preprint Link: https://edarxiv.org/wrvt2
EP Link: https://doi.org/10.1080/00461520.2021.1900851
Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research
Jesse I. Fleming, Sarah E. Wilson, Sara A. Hart, William J. Therrien and Bryan G. Cook
Preprint Link: https://edarxiv.org/qyxgs
EP Link: https://doi.org/10.1080/00461520.2021.1897593
Improving norms in research culture to incentivize transparency and rigor
David Mellor
Preprint Link: https://edarxiv.org/thny5
EP Link: https://doi.org/10.1080/00461520.2021.1902329
Strengthening the foundation of educational psychology by integrating construct validation into open science reform
Jessica Kay Flake
Preprint Link: https://psyarxiv.com/vqjb8
EP Link: https://doi.org/10.1080/00461520.2021.1898962
Implications of the open science era for educational psychology research syntheses
Erika A. Patall
Preprint Link: https://edarxiv.org/2kzav
EP Link: https://doi.org/10.1080/00461520.2021.1897009
Open science reforms: Strengths, challenges, and future directions
Kathryn R. Wentzel
Preprint Link: https://edarxiv.org/sgfy8
EP Link: https://doi.org/10.1080/00461520.2021.1901709
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oercommons
|
2025-03-18T00:35:18.376524
|
03/22/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78463/overview",
"title": "Educational Psychologist - Educational Psychology in the Open Science Era",
"author": "OSKB Admin"
}
|
https://oercommons.org/courseware/lesson/105663/overview
|
Reconstruction Refresh
Reconstruction & Veto Power Point
Resource 1 President Johnson's Veto Message
Resource 2 Trumbull's Response
Reconstruction and the Veto
Overview
This is a lesson plan about Reconstruction and the use of the veto during this period. It investigates how members of Congress and President Andrew Johnson utilized their Constitutional powers to shape the Reconstruction Era.
Title Image: ""The Veto," Andrew Johnson, April 1866, Thomas Nast cartoon," House Divided: The Civil War Research Engine at Dickinson College, https://hd.housedivided.dickinson.edu/node/44999.
Learning Objectives
- Students will understand the mechanics of the veto process.
- Students will be able to write about the different political goals and motivations of lawmakers during Reconstruction.
- Students will be able to analyze primary source documents and place them in historical context.
Key Terms
- Veto
- Radical Republicans
- Radical Reconstruction
- Presidential Reconstruction
- Freedmen’s Bureau
Bell Ringer: In at least 3 and no more than 5 complete sentences answer the following: What does it mean to veto a law? How does the veto process work?
Lecture Script:
The veto
- Even though the United States Constitution never states the word “veto” its process is described in detail.
- In Article 1, Section 7, Clause 2, the Constitution lays out the exact process.
- Every Bill must pass by a simple majority (more than half) in the House and the Senate. However, before it becomes law, Congress must send the approved bill to the President.
- Once the proposed bill reaches the President’s desk, he or she has 10 days to decide on the bill. The President has several options. He or she may:
- Sign the bill into law.
- Veto the bill and send it back to the Congress with listed objections.
- Pocket veto the bill, where the President holds onto the bill for the allowed 10 days. If after 10 days they do nothing, and Congress is still in session, the bill becomes law. If after 10 days Congress has adjourned, then the bill is effectively pocket vetoed.
- If the president vetoes the bill, and Congress is still in session, the bill returns to Congress. There, the bill can be revised. Then, both houses must pass the bill with a 2/3 majority to override the veto and make the bill a law.
Discussion
- Why might the President veto a bill?
- Why would they choose to pocket veto a bill rather than veto?
Intro to the Era
Now we’re going to look at a couple examples of presidential vetoes and how the checks and balances provided by our Constitution were carried out during the Civil War and Reconstruction. So, now I’m going to give a little background about the period we are going to talk about. The period from about 1865 to 1877, immediately after the Civil War is called Reconstruction, because in many ways the country had to rebuild itself. The United States had to rebuild politically, physically, and socially.
The Civil War fighting ended in Spring 1865. Historians often see General Robert E. Lee’s surrender at Appomattox Court House as the official end to the war. But once the fighting ended there were still many problems that needed to be resolved:
Show images of Surrender at Appomattox Court House and the destruction in Savannah.
- Even though the fighting had ended, half the country had attempted to leave and form their own nation, The Confederate States of America. How would they legally and symbolically reunite with the United States?
- After so much loss, how would the country heal and move forward?
- Should the Southern states and their residents be punished before they were reunited?
- The Civil War, Emancipation Proclamation, and 13th Amendment to the US Constitution, brought an end to slavery in the United States. But how would these newly freedpeople become integrated into American citizenship? How might the government support that?
- Finally, who would make these decisions and pass these laws? Was it the Congress’ job or the president’s job?
Congress During Reconstruction
With all these questions in mind, there was suddenly a competition for power in the Federal Government. The major question that remained was who should be in charge of or “do” Reconstruction? The president? Congress?
- After the Civil War, the majority of representatives and senators in Congress were Republicans.
- Because of the war and that the Southern states had not yet been readmitted to the Union, there were many vacant seats in the House and the Senate.
- The House had 193 seats in total.
- 136 Republicans
- 38 Democrats
- 19 other
- The Senate had 54 seats in total.
- 39 Republicans
- 11 Democrats
- 4 other
- The House had 193 seats in total.
- There was still a lot of debate in Congress. But, because Republicans held the majority, many Reconstruction bills were passed.
Radical Republicans
The Radical Republicans were a sub-group of Republicans in Congress united by their belief that the Civil War provided a moment for major societal and legal change. They advocated very vocally for “Radical Reconstruction” or the idea that reconstruction should create sweeping societal change and that it should be carried out by the Congress.
- They supported laws that enforced the equality of civil and political rights, regardless of race.
- They also advocated and benefitted from the wartime expansion of national authority.
- They were the first group to define a protect citizens’ rights.
Two key Radical Republicans were Thaddeus Stevens and Charles Sumner
- Thaddeus Stevens was a member of the House of Representatives for Lancaster, Pennsylvania. He was described by his peers as abrasive and impatient but devoted to his cause. Stevens gave many speeches supporting aid and civil rights for freedpeople.
- Charles Sumner was a Senator from Massachusetts and he was also quite stubborn and vocal for his causes. Both men are well known for their efforts during Reconstruction in securing civil rights.
- Radical Republicans led the idea that Reconstruction ought to be carried out by the Congress.
Lyman Trumbull
Other members of Congress were also at odds with President Johnson. Although he did not identify himself as a Radical Republican, Senator Lyman Trumbull of Illinois aligned with them on anti-slavery and civil rights legislation.
Trumbull, most famously, co-authored the 13th Amendment, abolishing slavery in the United States.
Who is Andrew Johnson?
- Andrew Johnson was born in North Carolina. When he was 14 years old, he was apprenticed to and trained as a tailor.
- As a young man, Johnson held several public office positions including alderman, mayor, representative in the Tennessee state legislature, Representative from Tennessee to the US House of Representatives, and when the Civil War broke out, he was a freshman Senator from Tennessee.
- Johnson identified himself as a Jacksonian Democrat.
- Part of the core Jacksonian Democrat beliefs was that government and suffrage should be accessible to any white man, not only the wealthy and well-educated.
- However, Johnson was also an outspoken supporter of slavery. He remained with the Union during the Civil War because he did not agree with his state (Tennessee) that secession was a solution. Johnson was the only Senator from a seceded state to stay with the Union and keep his seat in the Senate during the Civil War.
- During the 1864 election, in the midst of the Civil War, President Lincoln was concerned the election would be very close, as he was running against a well-established Union General, General George B. McClellan.
- To garner more broad support, Lincoln selected Andrew Johnson, a democrat, as his vice president on the ticket.
- When President Lincoln was assassinated, only days after Lee’s surrender at Appomattox Court House, Johnson became president and now had to lead the country through Reconstruction.
- Johnson’s beliefs, as a Democrat, supporter of slavery, and ultimately clashed with the egalitarian beliefs of the Radical Republican Congress members.
- As president, Andrew Johnson believed that Reconstruction should be carried out by the president.
This conflict over who should determine how Reconstruction occurred led to the policies and decisions created during this period. Now we are going to talk about two acts in particular and how the Congress and President fought for control of Reconstruction.
The Freedmen’s Bureau Act 1865
- The Freedmen’s Bureau was created in 1865 and sought to aid refugees and freedpeople after the Civil War.
- The Freedmen’s Bureau provided several services.
- Relief: rations of corn meal, flour, and sugar
- Health care
- Education
- Proposed land redistribution – but it never came to fruition
- The Freedmen’s Bureau was criticized heavily by Southerners and Northern Democrats. These groups argued that the Bureau provided too many resources and overstepped the job of Congress because Congress had never passed a law giving this kind of aid to white people. Opponents were upset that it would provide resources to freedpeople.
- Politicians in support of the Bureau argued that it was a post-war necessity. The individuals they served needed help accessing food and healthcare since freedpeople and the impoverished were unable to access these resources otherwise.
The Freedmen’s Bureau 1866
- The 1866 Freedmen’s Bureau Act was written and pushed through Congress by Republican Senator Lyman Trumbull from Illinois.
- This act was well-supported by the Radical Republicans including Thaddeus Stevens and Charles Sumner.
- By 1866, Republicans in the Congress believed that the Freedmen’s Bureau needed to be extended.
- First, the original act only established the Bureau for 1 year.
- Second, after the Civil War in response to emancipation southern states passed a series of laws throughout the South commonly called “black codes.” These laws sought to limit the social, economic, and political freedom of freedpeople and aimed to maintain the system of oppression that existed under slavery.
- In response, the Freedemen’s Bureau Bill 1866 gave bureau agents jurisdiction over cases involving the limitation of black peoples’ civil rights. It also permitted agents to punish state officials who denied civil rights.
President Andrew Johnson did not approve of the Freedmen’s Bureau Act of 1866. In February 1866, he vetoed the bill and delivered a message explaining why. Now we are going to split into two groups. Half of the class is going to read President Johnson’s veto message and the other half is going to read Senator Lyman Trumbull’s response to Johnson’s veto message. Then we will come back together and discuss. While reading think about these questions:
- Who are the author’s speaking to?
- What is their argument?
- Why do they object to or support the Freedmen’s Bureau?
- How do their decisions impact the people this bill is supposed to help?
Reading Activity Teacher instructions: - 25 minutes
Teacher will read President Johnson’s Veto Message (annotated) and Senator Trumbull’s Veto Message Response to the entire class.
Split students into 2 groups.
One group will re-read the annotated version of President Andrew Johnson’s Veto Message and the other group will re-read an excerpt from Senator Lyman Trumbull’s Veto Message Response.
After discussing the text with their group, each student in each group should compose a short response (for an exit ticket) that answers the following questions:
Who is the target audience of your speaker?
What is their stance on the 1866 iteration of the Freedmen’s Bureau bill?
Why do they object to or support the Freedmen’s Bureau?
*Each student response should be at least one complete paragraph and no more than two complete paragraphs in length.
Bring everyone back together and share the findings from the group discussion with the entire class. Each group will choose a representative to speak on the group’s behalf. Each student will turn in their exit ticket.
Andrew Johnson’s Veto Message
Resource 1: President Johnson's Veto Message
Senator Lyman Trumbull’s Veto Message Response – have students read the first 2 pages and the first paragraph on the third page ending with “as I shall presently show.”
Resource 2: Lyman's Response
Other ideas for activities include:
Ask students to create and/or analyze political cartoons.
Foster class discussions.
Think, Pair, Share.
Wrap up:
The Freedmen’s Bureau Act 1866 and the Civil Rights Act 1866 were only two of the 29 bills that President Andrew Johnson vetoed during his term in office. Of the 29 bills he vetoed, Congress overrode 15 of those vetoes (including the Freedmen’s Bureau Act 1866 and the Civil Rights Act 1866). The Civil Rights Act of 1866 sought to define freedom in legal terms. It established that all people born in the United States (except for Native Americans) were national citizens and with that due all the same rights under the law as other citizens regardless of their race.
The 14th Amendment to the US Constitution was passed by the Senate in June 1866 and ratified on July 9, 1868. The 14th Amendment codified in the Constitution, away from presidential access, what was set forth in the Civil Rights Act 1866. It granted all people “born or naturalized in the United States” citizenship and provided equal protection under the law to all citizens, (US Constitution, Amendment XIV, Section 1).
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oercommons
|
2025-03-18T00:35:18.437107
|
06/20/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105663/overview",
"title": "Reconstruction and the Veto",
"author": "Katherine Ryan"
}
|
https://oercommons.org/courseware/lesson/117433/overview
|
The Social Impact of Group Therapy for Children with Communication Difficulties
Overview
Speech-language pathologists (SLPs), especially in the school setting, consistently work with children in group settings due to time and scheduling conflicts. There are often not enough hours and days within a week to provide individual therapy for all clients. The purpose of this paper is to gain a further understanding of how effective group therapy is with clients with communication difficulties, and if there is a social impact on the clients who participate. This paper poses the following PICO question: For individuals who have communication difficulties, how much of a social impact does group therapy with at least two clients leave on their performance?
Speech-language pathologists (SLPs), especially in the school setting, consistently work with children in group settings due to time and scheduling conflicts. There are often not enough hours and days within a week to provide individual therapy for all clients. The purpose of this paper is to gain a further understanding of how effective group therapy is with clients with communication difficulties, and if there is a social impact on the clients who participate. This paper poses the following PICO question: For individuals who have communication difficulties, how much of a social impact does group therapy with at least two clients leave on their performance?
|
oercommons
|
2025-03-18T00:35:18.454399
|
Riley Finnegan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117433/overview",
"title": "The Social Impact of Group Therapy for Children with Communication Difficulties",
"author": "Reading"
}
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https://oercommons.org/courseware/lesson/91710/overview
|
Media Literacy for Lower Elementary
Overview
Media literacy lesson for lower elementary students to identify persuasive media!
Media Literacy Lesson!
- Identifying persuasive media
1. Watch the compilation of commercials, can stop at 2:45 for commercials aimed at children.
2. Ask students which they would want most, based off of the commercials. Discuss why.
3. Identify areas of persuasion: bright colors, social status (stage, superpowers), and elements of make-believe.
4. Ask students questions such as, "Who made this commercial?", "Why did they make this commercial?", "What did you notice most about the commercial?", "What message is the commercial trying to get across?".
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oercommons
|
2025-03-18T00:35:18.467383
|
04/11/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91710/overview",
"title": "Media Literacy for Lower Elementary",
"author": "Summer Smith"
}
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https://oercommons.org/courseware/lesson/101649/overview
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A Peek Into Indigenous Furniture: Through The Eyes Of Lydia Hill
Overview
https://aims.vmis.in/caa-exhibitions/exhibition/a-peek-into-indian-functionality-through-the-eyes-of-lydia-hill/
Howard University student Lydia Hill, who received an AIIS Digital India Learning Initiative summer student fellowship, created a virtual exhibit “A Peek Into Indigenous Furniture: Through the Eyes of Lydia Hill,” that was featured in the U.S. Department of Education’s widely distributed September 2022 IFLE Newsletter. The exhibit, which is available on the Virtual Museum of Images and Sounds (VMIS) site, focuses on cultural artifacts of functionality (furniture and other accoutrements intended to accommodate bodies). It incorporates a first-person essay where Ms Hill weaves together a discussion of the particular contexts of the cultural artifacts and insights into the echoes she discerns with African-American cultural traditions and practices. The exhibit has great potential to be used as a resource for middle and high school educators to include in their classroom curricula. The AIIS DIL student fellowships, were partially funded by a grant from the US Department of Education, .
https://aims.vmis.in/caa-exhibitions/exhibition/a-peek-into-indian-functionality-through-the-eyes-of-lydia-hill/
https://aims.vmis.in/caa-exhibitions/exhibition/a-peek-into-indian-functionality-through-the-eyes-of-lydia-hill/
https://aims.vmis.in/caa-exhibitions/exhibition/a-peek-into-indian-functionality-through-the-eyes-of-lydia-hill/
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oercommons
|
2025-03-18T00:35:18.480241
|
03/08/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101649/overview",
"title": "A Peek Into Indigenous Furniture: Through The Eyes Of Lydia Hill",
"author": "Elise Auerbach"
}
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https://oercommons.org/courseware/lesson/74063/overview
|
Roman test 6th World History
Roman test 6th World History
Roman Empire
Overview
6th grade World History Roman Empire Study guide and test
Ancient Rome
Geography of Rome:
Answer the following questions in your “G” section of GRAPES of Rome. MAKE SURE YOU USE COMPLETE SENTENCES.
Where is Italy located?
Describe the climate in Italy.
Name two mountain ranges in Italy.
What has Italy long been affected by?
What river was Rome founded on?
What made Rome easy to defend?
Roman test includes picture with questions and text excert with questions.
Ancient Rome
Study guide
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oercommons
|
2025-03-18T00:35:18.502473
|
Timothy Putnam
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74063/overview",
"title": "Roman Empire",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/88199/overview
|
Rubric for Evaluating Websites
Overview
I would use this resource to evaluate websites I was possiblity considering using for my lessons.
Rubric for Evaluating Websites Assignment
| Meets Expectation | Needs Improvement | Unacceptable |
Navigation of Website
| Easy to navigate Links well labeled Move from page to page with ease | Most links work Some links hard to identify Layout is too busy or too sparse
| Links missing Hard to get back to home page Layout confusing |
Content
| Current information Information relevant to website Content is engaging
| Not a lot of information on content Some content confusing | Information not current Site needs major editing |
Text/Graphics
| Appropriate fonts used Graphics relate to theme of website Updated videos/photos | Tutorials don’t provide expected information Some graphics don’t match the content | Text used is hard to read (e.g. color, font) Layout distracting Technical quality of graphics or videos is poor |
PebbleGo’s website is of good quality for someone to use to find out more about the application. It supports our students’ learning goals. PebbleGo’s content is designed for our K-3 students. It has informational articles, ready-made activities, and literacy supports for students of all abilities. The articles boost engagement and fosters independent learning in core subject areas.
Students would use PebbleGo during small group rotations. Students can independently go from article to article with ease. It will support their learning at their specific level.
|
oercommons
|
2025-03-18T00:35:18.525129
|
11/21/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88199/overview",
"title": "Rubric for Evaluating Websites",
"author": "Rosemarie Hermsen"
}
|
https://oercommons.org/courseware/lesson/109955/overview
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Ультразвукові дослідження
Overview
Ультразвукові дослідження, матеріали та методика застосування
Гелі УЗД
Гелі для УЗД
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oercommons
|
2025-03-18T00:35:18.541226
|
11/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109955/overview",
"title": "Ультразвукові дослідження",
"author": "Inna Dymkova"
}
|
https://oercommons.org/courseware/lesson/73697/overview
|
Daily Healthy Routines
Healthy Covid Habits.
Healthy Plate
Nutrients
Healthy Habits
Overview
All about being healthy.
Healthy Plate.
Show and discuss website of choose my plate https://www.choosemyplate.gov/
Pass out all balls and plates for each student. See if they can fill their plates with daily requirements of nutrients on their plates.
Discuss the outcome of their activity.
Show video of How to Create a Healthy Plate https://www.youtube.com/watch?v=Gmh_xMMJ2Pw
Have students write about what they could improve on, most shocked by, and what can they do to help others recognize.
Healthy Activities
Have the students turn in a paper stating five activities they do in daily life that are healthy.
No
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oercommons
|
2025-03-18T00:35:18.561951
|
10/20/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73697/overview",
"title": "Healthy Habits",
"author": "Jessica Akins"
}
|
https://oercommons.org/courseware/lesson/79476/overview
|
-
- Career
- Workplace
- Writing
- wa-ela
- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Downloadable docs
Education Standards
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Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Learning Domain: Writing
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Learning Domain: Writing
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Learning Domain: Writing
Standard: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 6 on page53.)
Learning Domain: Writing
Standard: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
Learning Domain: Writing
Standard: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
Learning Domain: Writing
Standard: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 on up to and including grades 9-10 page 55.)
Learning Domain: Writing
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Learning Domain: Writing
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grades 11-12 on page 55.)
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Learning Domain: Writing
Standard: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1���3up to and including grade 6 on page53.)
Learning Domain: Writing
Standard: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grade 7 on page 53.)
Learning Domain: Writing
Standard: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grade 8 on page 53.)
Learning Domain: Writing
Standard: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Learning Domain: Writing
Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1���3 on up to and including grades 9-10 page 55.)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology�۪s capacity to link to other information and to display information flexibly and dynamically.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Cluster: Text Types and Purposes.
Standard: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 6 on page53.)
Cluster: Production and Distribution of Writing.
Standard: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
Cluster: Production and Distribution of Writing.
Standard: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 53.)
Cluster: Production and Distribution of Writing.
Standard: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 on up to and including grades 9-10 page 55.)
Cluster: Production and Distribution of Writing.
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Cluster: Production and Distribution of Writing.
Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Communicating Successfully in the Workplace: What It Takes
Overview
What does it take to be successful in the workplace? This unit provides students with the opportunity to examine this question, evaluate what others say and form their own voice, and finally to express and share what they find. The materials are for the instructor and provide options to adapt to specfic students. learning needs, and time frame.
Overview
What does it take to be successful in the workplace? This unit provides students with the opportunity to examine this question, evaluate what others say and form their own voice, and finally to express and share what they find.
Unit Process
- Pre Unit Work: Skill Review or Assessment,* Student Action Planning
- Introduce: Motivate, Inquire, Set Your Unit Goals
- Examine: Gather, Read, Discuss
- Evaluate: Synthesize, Analyze, Find Your Voice
- Express: Share Your Voice, Plan, Draft, Revise, Edit, Publish
- Reflect: Reflect on Your Learning, Determine Next Steps
* SBA Interim Assessments can be effective here.
|
oercommons
|
2025-03-18T00:35:18.700399
|
04/21/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79476/overview",
"title": "Communicating Successfully in the Workplace: What It Takes",
"author": "Molly Berger"
}
|
https://oercommons.org/courseware/lesson/81706/overview
|
Multimedia_Lesson_Plan_-_Geography_class_7_GVTqNqx (4)
Multimedia Lesson Plan
Overview
Multimedia Lesson plans help teachers to effectively mediate for a constructive learning.
Multimedia Lesson plan may help teachers and student teachers apply evolving Information and Communication Technology to enhance the multisensory learning and self regulated learning of the learner
Multimedia Lesson Plan on Global Warming
This Multimedia Lesson Plan is a format plan for secondary school teachers to teach Geography(Our Environement).
It is considered the scope of multimedia to enhance critical thinking on glaobal warmimg and reflectively think on how each indiviadual cause for it. It tries to enhance value on protecting the environemnt and an attitude of using non carbon emitting products in our daily life.
|
oercommons
|
2025-03-18T00:35:18.719981
|
06/03/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81706/overview",
"title": "Multimedia Lesson Plan",
"author": "Kavitha N Karun"
}
|
https://oercommons.org/courseware/lesson/102054/overview
|
Singular And Plural Regular Nouns – Free ESL Lesson Plan
Overview
Is your student referring to one object, person or thing, or multiple objects, people or things? This lesson on singular and plural regular nouns helps identify quantity — whether someone is referring to one or many.
The lesson suits beginner-level students and can be taught to children, teenagers and adults.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
When should you teach the Singular and Plural Regular Nouns lesson?
Is your student referring to one object, person or thing, or multiple objects, people or things? This lesson on singular and plural regular nouns helps identify quantity — whether someone is referring to one or many.
The lesson suits beginner-level students and can be taught to children, teenagers and adults.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:35:18.739317
|
03/22/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102054/overview",
"title": "Singular And Plural Regular Nouns – Free ESL Lesson Plan",
"author": "Christine Chan"
}
|
https://oercommons.org/courseware/lesson/90741/overview
|
Open Stax and Other FREE Books
Overview
In this professional learning we will explore some amazing resources! There are FREE texbooks and ebooks available for downloading!
Welcome!
In this session we will explore the various options for free texbooks, books, and resources available. The sources we will check out are Open Stax, Project Gutenberg, BCCampus and others! Many of these resources are customizable, adaptable, and integrate into a variety of LMS's!
Why should we use digital books? Let's face it, that is how our students learn!
Check out this blog post on the 12 benefits of digital textbooks for K-12!
What Is Available?
There are so many options available it is all about finding the right option for your class!
Lets take a look at the options:
Open Stax - Upper Level courses (customizable)
- OpenStax is part of Rice University, which is a 501(c)(3) nonprofit charitable corporation. Our mission is to improve educational access and learning for everyone. We do this by publishing openly licensed books, developing and improving research-based courseware, establishing partnerships with educational resource companies, and more.
Project Gutenberg - Ebooks
Project Gutenberg is an online library of free eBooks. Project Gutenberg was the first provider of free electronic books, or eBooks. Michael Hart, founder of Project Gutenberg, invented eBooks in 1971 and his memory continues to inspire the creation of eBooks and related content today.
BCcampus - Open Textbook Collection
- In the BCcampus Open Education Self-Publishing Guide, we’ve shared our definition of open educational resources (OER): “teaching, learning, and research resources that, through permissions granted by their creator, allow others to use, distribute, keep, or make changes to them.”
Open Stax
Open Stax offers a variety of upper level textbooks and resources. It is important to remember that even the college level books can be adapted and used for K-12 students. while I recommend creating an account, you are able to browse without one.
Go to the sites listed below and browse the available books and resources! Make sure you choose a book and check out the instructor resources, student resources, and table of contents.
Open Stax
OpenStax CNX Library
Let's Discuss!
Now that you had time to explore the Open Stax resources, please discuss your thoughts using the link below!
Project Gutenberg!
Did you know that you can download titles like; Pride and Prejudice, The Great Gatsby, and Little Women for FREE!?
This quick video will help you learn how to navigate the website.
Explore Project Gutenberg!
Now it is your turn! Check out the awesome titles available through Project Gutenberg.
This link will take you to the Top 100 downloaded books!
Explore the books available.
Your Task:
Download one to see how easy it is!
BCcampus: OpenEd
According to the website: In the BCcampus Open Education Self-Publishing Guide, we’ve shared our definition of open educational resources (OER): “teaching, learning, and research resources that, through permissions granted by their creator, allow others to use, distribute, keep, or make changes to them.”
To read more about their Open Ed initiative check out: BCcampus- What is Open Education?
These resources are higher level also, if you dont feel like they apply, feel free to move onto the next section.
Amazon?
There are a number of ways to obtain free ebooks. The video below offers a few options including Amazon! That is right, free ebooks from Amazon!
Flipgrid!
Ok, now that you had time to explore the resorurces and learn a bit more about digital textbooks, follow this link and share your thoughts!
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oercommons
|
2025-03-18T00:35:18.760463
|
Tracy Rains
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90741/overview",
"title": "Open Stax and Other FREE Books",
"author": "Textbook"
}
|
https://oercommons.org/courseware/lesson/97734/overview
|
UbD 2.0 - There was an Old Lady who Swallowed a Bat - Kindergarten
Overview
In this lesson the teacher will read the book called "There was an old lady who swallowed a bat" by Lucille. During the reading, the students will conduct an activity allowing them to follow along with the reading. Doing this by sticking the characters throughout the book into the old ladys stomach posterboard.
Stage 1 - Desired Results
ESTABLISHED GOALS |
Standard - CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Recognize and produce rhyming words. • Count, pronounce, blend, and segment syllables in spoken words. • Blend and segment onsets and rimes of single-syllable spoken words. • Isolate and pronounce the initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC) words. Standard - CC.1.2.K.B With prompting and support, answer questions about key details in a text. Standard - CC.1.2.K.G Answers questions to describe the relationship between illustrations and the text in which they appear. Standard - CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a story. |
Transfer
Students will be able to independently use their learning to… |
| place the charatcers in the book in the old ladys stomach (poster) by following along with the teacher. |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
characters within the book repeat themselves so its easy to remember The plot of the story book features like the cover, pages, back, spine, etc. | What character should we put in the old ladys stomach? what is the theme/main idea of this book? What can you tell me this book is going to be about when you look at the front cover? |
Aquistion
Students will know… | Students will be skilled at… |
| how to listen and follow along with the book | Language and comprehension |
Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
| Language | PERFORMANCE TASK(S): Ask the students to read along with the book by answering questions (formative) Have students place characters in the old ladys stomach representing what the old lady swallowed. (Summative) |
Comprehension | OTHER EVIDENCE: Use podcast to record the lesson Create formative and summative assignments |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
Start lesson by introducing the book and its features, grab their attention by showing them the poster of the old lady but dont say anything about it, let them make connections and ask questions about it. (H) View Images, Students examine both still and moving (video animations) imagaes, print-based or digital format, Presentation software, videoconferencing, video creation software, Flickr, google images, viewboard
Ask the students what,how, and why questions to test to see if they know what is goign to happen in the book and what we're reading about. (W)
|
Each student will be handed a character piece from the book and will be tested by a summative assingment throughout the book to see if the students understand the book and were able to participate and follow along. (E1&E2)
Create a game,
|
Record the lesson by using a podcast (t&o)
| a digital audio file made available on the internet for downloading to a computer or mobile device. |
Througout the book ask the students questions in which describe the plot of the book so they understand what is going on. (R)
Read text,
|
introduce, hook, read and ask questions, summative assignment, wrap up, questions, conclusions
|
oercommons
|
2025-03-18T00:35:18.785003
|
10/06/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97734/overview",
"title": "UbD 2.0 - There was an Old Lady who Swallowed a Bat - Kindergarten",
"author": "Kaylie Magill"
}
|
https://oercommons.org/courseware/lesson/110439/overview
|
Reading Comprehension: Synonyms and Antonyms
Overview
This is a small lesson plan showing how to introduce synonyms and antonyms to a 4th grade classroom.
Introduction to Synonyms and Antonyms
Show video before brainstorming session.
Education Standard: 4.RC.11 Identify relationships among words, including more complex homographs, homonyms, synonyms, antonyms, and multiple meanings.
Reading Comprehension 4th grade.
Watch the video below.
Group Brainstorming Session
Do a small activity where you will put two words on the white board and they have to tell words that are similar and mean the same. As well as words that are that mean opposite.
After looking at a few words on the board students will have a brainstorming session where they list off different synonyms or antonyms for the words on the board.
Class Activity
Separate students into groups of 3 or 4 depending on the number of students.
There will be eight sets of desks around the room, each set will be assigned a color.
At each station there will be sets of cards where students will have to either match up synonyms, match up antonyms from different words in the set.
And/ or write a sentence using either the synonyms or the antonyms depending on which station they are at.
There will be an action card in the middle of the table that they have to perform to go to the next table. EX: Do 5 jumping jacks or hop 5 times; act like a cat or act like a fish
If they succeed they will get a colored card showing they completed that station, they will then move to the next.
The goal is to have all eight colors, if they get all eight they will get a prize of five bonus points.
| For SPED students there will be multiple options for students to choose from when it comes to the activity cards. Some of which are not as physically taxing. Such as stretching their arms or making their hands into fists 10 times. | For English language learners, I will help them work through the different sections to help explain different words. Or the person helping them if they have someone from speech can help them. | High ability students will do the activity as is with a few extra words. But will still be able to ask me questions as I will walk around the different stations. |
After being split into groups, each group will start at a different section.
Sections are determined by different colors; Red, Orange, Pink, Yellow, Green, Blue, Purple, and Black.
Students will follow the directions posted at each section, and will do each activity card when done.
After finishing take a colored popsicle stick and move to the next section.
Formative Assessment
Using the following words make four different sentences, one per word. After doing so, what is a synonym and antonym for each word?
Words
Running
Love
Energetic
Healthy
Summative Assessment
Four out of Five correct is showing mastery
Read the sentences and determine which words are synonyms and antonyms. After doing so, determine the use of them in the sentence.
Haley loves the rain, but she hates mud.
Haley thinks mud is disgusting; she thinks it feels gross.
Riley likes going to the park; the swings are her favorite.
Though she likes the park, she hates the mulch on the ground.
|
oercommons
|
2025-03-18T00:35:18.804443
|
11/22/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110439/overview",
"title": "Reading Comprehension: Synonyms and Antonyms",
"author": "Tatum Estes"
}
|
https://oercommons.org/courseware/lesson/110640/overview
|
Heritage of Recoleta, Chile Renewable Assignment
Overview
Wikipedia and Wikimedia Commons Renewable assigment to develop the local history of the district of Recoleta, in Santiago, Chile's metropolitan area.
This is an OER, Open Pedagogy project based on Local History of Recoleta district in Santiago, Chile. Students will analyze Recoleta's Wikipedia page, identifying lacks in information or analysis and define new Wikipedia pages that should be created. History of Recoleta will be analyzed to define the most iconic heritage sites of Recoleta that will feed the Wikipediapages. While some groups go on site and create and share images and video, other will edit and/or create Wikipedia pages. Proper citations are necessary. Deliverables include a project proposal, an annotated bibliography, an edited Wikipedia page, and a synopsis describing the plan, process, and outcome of their work. This synopsis will be presented and discussed in class at the end.
|
oercommons
|
2025-03-18T00:35:18.820895
|
Werner Westermann
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110640/overview",
"title": "Heritage of Recoleta, Chile Renewable Assignment",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/111391/overview
|
Book a hostel online, Inglés 1
Overview
Book a Hostel online.Inglés para turismo
Descripción:
Los estudiantes van a practicar la navegación a través de Hostelworld.com. Eligirán un hostal que les guste e identificarán las diferentes opciones que se les pueden ofrecer cuando navegan en buscadores hoteleros. Los estudiantes aprenderán a discutir sobre sus preferencias cuando viajan, especialmente en hostales en el extranjero.
Book a Hostel online.Inglés para turismo
Descripción:
Los estudiantes van a practicar la navegación a través de Hostelworld.com. Eligirán un hostal que les guste e identificarán las diferentes opciones que se les pueden ofrecer cuando navegan en buscadores hoteleros. Los estudiantes aprenderán a discutir sobre sus preferencias cuando viajan, especialmente en hostales en el extranjero.
Tópicos semánticos:
Hotel, hostel, reservation, travel, structure of preferences, reservas.
Productos
Hostales
Practicas
En Europa es muy común que los jóvenes se hospeden en hostales en lugar de hoteles cuando viajan con grupos de amigos, especialmente cuando el presupuesto es limitado.
Perspectivas
Los hostales se ven como una solución para extender la duración de los viajes sin gastar mucho.
Al final de la actividad los alumnos podrán:
Hacer uso del inglés para planear un viaje
Hacer una reserva online
Discutir sobre las preferencias y opciones de la estancia
Materiales usados
Google Slide Presentation, Canva
iPads/Laptops
Internet
Herramientas digitales: Whereby
Calentamiento
1. Haz las siguientes preguntas generales:
Have you ever traveled abroad?
Have you ever booked a hotel by yourself? How did you booked it?
Have you ever stayed in a hostel?
Actividad principal
1. Haz a los alumnos que vayan a la página www.hostelworld.com
Please go to the following webpage : www. Hostelworld.com. Please make sure you change the language into english by clicking the top right hand corner.
2. Da a los estudiantes a elegir entre varias ciudades
Choose any of the following cities.
3. Make them select the hostel that they prefer and fill the following information
Please ideantify the following information: Hostel name, location, price per night, type of room, amenities,...
4. Que manden la información rellenada a un email del profesor. La información será necesaria para la siguiente parte del ejercicio
Conversación
Haz a los estudiantes que se organicen por parejas y se graben teniendo una conversación en la que se incluyan las siguientes preguntas:
In pairs, go to whereby.com, create a room and record yourself asking your partner the following questions:
Do you prefer private or shared rooms?
Do you like rooms on the ground floor or on a high-floor ?
Do you prefer to travel alone or with friends?
What do you like most: hotels, hostels or Airbnb ? Cultural Resources
Book a hostel online by Fatima Exposito is marked with CC0 1.0. To view a copy of this license, visit http://creativecommons.org/publicdomain/zero/1.0
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oercommons
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2025-03-18T00:35:18.837862
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01/02/2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111391/overview",
"title": "Book a hostel online, Inglés 1",
"author": "Fatima Exposito Exposito"
}
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https://oercommons.org/courseware/lesson/109453/overview
|
Smoke & Haze: Hazardous Horizons
Overview
How can we help keep our community safe from wildfire smoke?
In this unit, students delve into wildfire science, exploring factors that influence wildfires and smoke through a Gallery Walk and multimedia activities. They analyze regional wildfire history and investigate how winds carry smoke through informational texts, interpreting wind barb maps and understanding the Air Quality Index. Students then learn about the body's defenses against air pollution by constructing respiratory system models to demonstrate these defenses. As teams, students employ their analytical and creative skills to design public service announcements, synthesizing their learning to educate the community on the effects of wildfire smoke, prevention, and safety strategies during smoke events. These PSAs represent their understanding and response to the unit driving question allowing them to leave a meaningful and educational impact on their community.
Educator Welcome
Dear Educator,
We understand the joy every teacher experiences when they discover what lights up a student, and how that breakthrough can make way for a powerful shift in student learning. We’re thrilled to partner with you in bringing project-based learning (PBL) to your classroom, and we think you’ll love these lessons, which were created in collaboration with educators, learning scientists, and experts in the field.
Whether this is your first voyage into PBL or you’re a seasoned pro, we’re sure you’ll agree that this approach sparks interest, ignites possibility, fuels a love for learning in students, and brings wonder to the classroom.
We believe Open Educational Resources (OER) promote equitable access to standards-aligned, high-quality instructional materials for all educators to adapt and use. Contact us at info@educurious.org to learn more about how Educurious can support district or school adoption of this curriculum and the development of PBL teaching practices. Explore Educurious.org to discover other PBL courses and order printed materials. |
As you join your students on this learning journey, we’d love to hear from you. We want to experience your students’ curiosity, celebrate their projects, and hear about your successes, as well as what we can do better. Click here to share your thoughts. Thank you for taking us along on your adventure.
Onward!
Your friends at Educurious
Acknowledgements
Unit Credits & Acknowledgments:
Educurious would like to express sincere gratitude to our partners, especially The Boeing Company, which funded the production of two open-access, interdisciplinary elementary PBL units, including this one. Thanks to program officer Dawn Angus for her guidance over the years and for her support of this unique project. We are also grateful for the input of Kimberley Astle and Jerry Price, who respectively lead science and social studies instruction for the Office of Superintendent of Public Instruction (OSPI) in Washington; our conversation and your work helped us think through the possibilities and opportunities for interdisciplinary learning in elementary school classrooms.
We would also like to thank our team of co-design teachers for their ideas and input on the topics, standards, and final products that would inspire fourth- and fifth-grade teachers to bring social studies, language arts, and science together for their students to effect change in their communities on issues of equity, safety, and sustainability.
Co-design Teachers:
Graham Hill Elementary School, Seattle WA
Jacquelynn Medina
Steffond Brown
Roosevelt Elementary School, Tacoma, WA
Rachael Sukola
Tammy Bentley
The Educurious Team:
Unit Development Team:
Writer: Alejandra Soria
Reviewer: Sara Nachtigal
Editor: Clare Lilliston
Production Team:
Erik Robinson
Project Manager:
Sara Nachtigal
Educurious Leadership:
Jane Chadsey, CEO
Unit Poster Image Credits:
Poster created by Educurious with Canva
License & Attribution
Except where otherwise noted, Smoke & Haze: Hazardous Horizons by Educurious is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to share this material (by copying and redistributing it in any medium or format) and adapt it (by remixing, transforming, or building upon it). However, you must give appropriate credit, provide a link to the license, and indicate whether changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your adaptation. You may not use this material, or any adaptation of it, for commercial purposes.
All logos and trademarks are the property of their respective owners. All art, illustrations, and photos in this work are used with permission and are not included in the open license. This resource contains 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 Educurious. Please confirm the license status of any third-party resources and ensure that you understand their terms before use.
If you adapt this work, please note the substantive changes, retitle the work, and provide the following attribution: "This resource was adapted from Smoke & Haze: Hazardous Horizons, which was produced and published by Educurious and is licensed under CC BY-NC 4.0."
Unit at a Glance and Teacher Edition Download
Download full PDF Teacher's Edition Here
Driving Question: How can we help keep our community safe from wildfire smoke? | ||
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[Engagement with an authentic, local problem provides a need to know.] Module 1: All About Smoke DQ: What is smoke, and why are we seeing more of it these days? Lesson 1.1: Smoke & Haze (45 min) Lesson 1.2: What Is Smoke? (90 min) Lesson 1.3: The Cause of All This Smoke (60 min) Lesson 1.4: Fighting Fire With Fire (60 min) Lesson 1.5: Why Are We Seeing More Smoke These Days? (65 min) | [Relevant knowledge is explored and applied to the problem.] Module 2: Smoke and the Body DQ: How does smoke affect us? Lesson 2.1: When Wind Brings Haze (60 min) Lesson 2.2: Fighting Smoke From Within (90 min) Lesson 2.3: Smoke Safety (60 min) | [Understanding deepens as students apply learning to new contexts.] Module 3: Educating Our Community DQ: How can we inform our community about wildfire prevention and smoke safety? Lesson 3.1: What Makes a Good PSA? (35 min) Lesson 3.2: Designing Our PSAs (180 min) Lesson 3.3: Community Exhibition (60 min) |
[The PBL product is a complex performance task through which students illustrate their ability to apply the skills, concepts, and knowledge learned in the unit.] Project teams design and create public service announcements (PSAs) that educate their community about wildfire smoke. Team PSAs include information about the effects of smoke on community members, how to help prevent wildfires, and how to stay safe during a wildfire smoke event. |
Module 1: All About Smoke
Module Overview
Module 1: All About Smoke
Smoke & Haze: Hazardous Horizons
Unit Driving Question
How can we help keep our community safe from wildfire smoke?
Module Driving Question
What is smoke, and why are we seeing more of it these days?
Module Overview
In this module, students build their knowledge of wildfires and smoke. They participate in a Gallery Walk to access prior knowledge and explore what smoke is through watching videos, reading articles, and observing live demonstrations. They take a look at how land management policies have shaped forest health and wildfire susceptibility. Students collectively create and analyze a timeline to identify how environmental factors like temperatures and drought have affected the current state of wildfires in our region.
Lesson 1.1: Smoke & Haze (45 minutes) | |
Learning Targets: I can:
| This lesson sets the foundation for the final product students will create in this unit, a wildfire smoke educational campaign. Students begin this lesson with an introduction to the project challenge and the unit driving question. Next, they access their prior knowledge about fire and smoke and make connections between photos and their experiences in a Gallery Walk. After discussing their connections with classmates, they work together to create a Know & Need to Know chart. |
Lesson 1.2: What Is Smoke? (90 minutes) | |
Learning Targets: I can:
| In this lesson, students explore the components of smoke. They begin by creating an initial model to show their current understanding of smoke. Then, they make observations from two live smoke demos before watching videos and reading a text that builds upon their current knowledge. At the end of the lesson, students create a new model showing their increased understanding of smoke and summarize their learning on a chart. |
Lesson 1.3: The Cause of All This Smoke (60 minutes) | |
Learning Targets: I can:
| This lesson guides students to understand both the human and nonhuman causes of wildfires. They watch a video and complete a reading to learn about the causes and prevention of wildfires. Then, students create a poster to process the information and demonstrate their new learning. It will also give them the opportunity to draft visuals that they can choose to use in their final product. |
Lesson 1.4: Fighting Fire With Fire (60 minutes) | |
Learning Targets: I can:
| In this lesson, students explore how different approaches to forest management have affected forest health and made forests more or less resistant to destructive wildfires. They are introduced to the Indigenous science of using fire to improve forest health, as well as the history of U.S. fire suppression policy, and the effects of these two approaches. They watch a video and read an article about the role of fire in maintaining healthy forests. At the end of the lesson, students answer the question "Is all fire bad?," using evidence from the text to support their claim. They then contribute their knowledge to a classwide Venn diagram and engage in a class discussion to share information with their classmates. At the end of the lesson, they use a visible thinking routine to reflect on how their understanding of human-caused wildfires has changed. |
Lesson 1.5: Why Are We Seeing More Smoke These Days? (65 minutes) | |
Learning Targets: I can:
| In this lesson, students work together to graph data on a timeline to gain an understanding of how temperature and drought have contributed to some of the worst wildfires in the modern history of the western states. Students plot data points on a class timeline and analyze that data to make connections. They conclude by answering the module driving question to practice conceptualizing information for their final product. |
Module Assessments |
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Vocabulary |
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Lesson 1.1: Smoke & Haze
Teacher Guide
Lesson 1.1: Smoke & Haze
Smoke & Haze: Hazardous Horizons
Lesson 1.1: Smoke & HazeUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days?
Learning Targets I can:
Purpose Have you ever been outside on a smoky day and wondered "Where is this smoke coming from?" In this lesson, you will examine different photos and explore what you know about wildfires and smoke. Along with the class, you will be introduced to our unit’s driving question, and consider what you need to learn to help protect our community from the effects of smoke. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 45 minutes |
| Standards | ||
| ✓ SEP | Asking Questions and Defining Problems: Identify scientific (testable) and non-scientific (non-testable) questions. | |
| ✓ CCSS | CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
|
| Lesson Overview | |
| This lesson sets the foundation for the final product students will create in this unit, a public service announcement (PSA) about wildfire smoke. Students begin this lesson with an introduction to the project challenge and the unit driving question. Next, they access their prior knowledge about fire and smoke and make connections between photos and their experiences in a Gallery Walk. After discussing their connections with classmates, they work together to create a Know & Need to Know chart. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Observe and question | (20 min) |
Purpose: In this step, students look at images, make observations, and generate questions that may be helpful in determining the direction of the learning.
You might say: We are going to start by looking at some images related to smoke and wildfire. As you look at the photos, think about what these images have to do with keeping our communities safe, and what questions or concerns you have about wildfire and smoke.
[Slide 2] Share the learning targets with students.
[Slide 3] Facilitate Gallery Walk:
Review the directions for the Gallery Walk.
Provide a copy of the See-Wonder chart to each student.
Divide students into pairs for the Gallery Walk.
Invite pairs to discuss their observations and questions with their partner and then record their thoughts on the See-Wonder chart.
Guide students through the Gallery Walk, using a timer to keep students on track:
2 minutes to write down observations
2 minutes to write down questions
[Slide 4] Invite students to discuss observations in small groups:
Bring student pairs together to form small groups.
Set a timer for 5 minutes and provide that time for each student to share an observation and a question with the group.
[Slide 5] Gather student observations and questions:
After students have shared with their small groups, call on 3–5 volunteers to share some of the observations and/or questions that came up, ideally at least one for each image that was on display.
| Step 2: Accept the challenge | (10 min) |
Purpose: In this step, students are introduced to the unit’s focus on the issue of wildfire smoke, the driving question that will guide their learning, and the final product they will develop during the unit.
[Slide 6] Learn about the impact of smoke on our health.
You might say: So why are we talking about wildfires as we get ready for summer? We are going to watch a video that will help answer that, and as you watch, I want you to think about why we are talking about wildfires in the summer and why this is an important issue for our community.
Play the King 5 Seattle video "This Is What Wildfire Smoke Does to Your Body: HealthLink" [2:24].
After watching the video, organize students into discussion pairs or groups:
Ask students to discuss the questions you posed earlier:
Why are we talking about wildfires in the summer?
Why is this an important issue for our community?
Invite a few share outs, ideally getting to the main idea that summers tend to be when we experience fires and that the upcoming fire season is predicted to be very active.
[Slide 7] Introduce the unit driving question:
How can we help keep our community safe from wildfire smoke?
[Slide 8] Preview the final product: In addition to the high-level overview on the slide, distribute the Project Challenge to students. Note that students will receive the Final Product Rubric in Lesson 3.1.
You might say: At the end of this unit, you will create a public service announcement to share with our community. Your PSA will teach our community members the following concepts:
What is smoke and how does it affect humans and animals?
What can people do to reduce wildfire risk?
How can people stay safe during smoky conditions?
Explain that PSAs can take the form of a video, infographic, or brochure.
Note that students will explore effective PSAs to understand what makes a good PSA in Module 3.
| Step 3: Create a Know & Need to Know chart | (15 min) |
Purpose: In this step, students record their existing knowledge around wildfires and smoke. This will allow them to consider what they will need to learn in the rest of the unit and track learning progress as a class.
You might say: Now that we know the problem we are trying to solve, we are going to put together a plan of action to answer our driving question. It’s important for us to identify what we already know about the topic, as well as figure out what we need to learn in order to educate our community members.
[Slide 9] Create a Know & Need to Know chart: After describing the project challenge to students, remind them that they know some things, but probably want to know more before they start.
Ask students to share what they know about wildfire smoke (or just smoke in general), as well as what they may need to know more about to educate others.
Draw a Know & Need to Know chart on a piece of poster paper or digitally on the slide to record responses from the class discussion. This tool will be revisited periodically to track student understanding and questions as they progress through the unit.
Ask students to think with a partner about the following questions:
What do we already know about wildfire smoke and safety?
What do we need to know to educate our community about how to stay safe during smoky conditions?
Invite students to share their thoughts with the class as you compile responses on the chart.
Post the chart in a visible location where students will be able to see it and revisit it throughout the unit.
What do we already know about wildfire smoke and safety? | What do we need to know to educate our community about how to stay safe during smoky conditions? |
| Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know ChartA Know & Need to Know chart is a way for students to track how their thinking changes over time at a whole-class level rather than via individual or small-group explanatory models. For project-based learning (PBL) units, the chart also helps students make connections between the content they are learning and the final product. To learn more about Know & Need to Know charts in PBL, read about different tactics and pedagogical considerations on the Opening Paths Consulting website and how to use students’ questions for planning and assessment on the PBLWorks website. |
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.2: What Is Smoke?
Teacher Guide
Lesson 1.2: What Is Smoke?
Smoke & Haze: Hazardous Horizons
Lesson 1.2: What Is Smoke?
Unit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days? Learning Targets I can:
Purpose In this lesson, you will have an opportunity to learn what smoke really is. You will create a model to show your understanding, observe smoke in a controlled and safe manner, and read an article and watch videos to help explain your observations. At the end of the lesson, you will create a final model to show our new understanding of smoke. Lesson Steps
Explore More
|
Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 90 minutes |
| Standards | ||
| ✓ SEP | Developing and Using Models: Develop and/or use models to describe and/or predict phenomena.Analyzing and Interpreting Data: Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.Constructing Explanations and Designing Solutions: Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
|
|
| Lesson Overview | |
| In this lesson, students explore the components of smoke. They begin by creating an initial model to show their current understanding of smoke. Then, they make observations from two live smoke demos before watching videos and reading an article that builds upon their current knowledge. At the end of the lesson, students create a new model showing their increased understanding of smoke and summarize their learning on a chart. |
| Teacher Preparation |
|
Lesson Steps in Detail
| Step 1: Create an initial model of smoke | (15 min) |
Purpose: In this step, students are introduced to the idea of a conceptual model. They draw an initial model to show their understanding of what smoke is, which may change as they advance through the lesson.
[Slide 2] Review the unit driving question.
You might say: Today we are going to answer the question "What is smoke?" We will use drawings to show our current understanding of smoke. We’ll start by creating a drawn model showing what we think smoke looks like under a powerful magnifying glass, and then we will learn through observation, a video, and a reading. As we learn new information, you will add to your model to show how your thinking and understanding changes.
[Slide 3] Share the learning targets with students.
[Slide 4] Think-Pair-Share: Invite students to turn to their elbow partner and share how they define smoke. Then ask students to share their answers with the whole class.
[Slide 5] Add model to the Word Wall:
Share the definition of a model with students, letting them know that today they will be creating models.
model: a way that scientists communicate information about a process or idea; models typically contain drawings, words (as labels or short explanations), and lines or arrows
You might say: We are going to create a model to show what we think smoke is. There are no incorrect answers. Think of this as trying to show another person our thinking. What do you imagine we would see if we could zoom into smoke? Use labels to help viewers understand your drawing.
[Slide 6] Create an initial model of smoke:
Distribute the Modeling Smoke handout.
Invite students to create an initial model that shows their current understanding of smoke.
Students will fill out the first model by drawing inside of the magnifying glass, but it’s alright if the writing/drawing goes outside of the shape.
[Slide 7] Share models: Invite students to show and explain their model to their elbow partner.
| Step 2: Observe smoke in real life | (15 min) |
Purpose: In this step, students have the opportunity to observe smoke, as well as how an object changes after it is burned. They will use their observations to inform an updated model.
You might say: We are going to take a look at fire and smoke in real life. We will be doing this on a very small scale in a controlled and safe way. Your job during the smoke demo is to make observations that you can use to revise your model.
[Slide 8] Smoke demo #1: Invite students to refer to their Smoke Notes Organizer, where they should make observations and take notes during the demo.
Materials Needed |
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Prepare for the demonstration by positioning yourself, the materials, and students in a place where students can easily observe the demonstration.
Allow students to observe a match up close before the match is lit.
Light the match and place it in the glass container. When the match is burned to about ⅔ of its length, cover the container with the lid.
Invite the students to make observations and write them down on their Smoke Notes Organizer, focusing on the questions below:
What do you notice about when the smoke happens? Does it start as soon as the match is lit, or does it take some time to form?
How does the match change after being burned?
What other important clues do you notice that tell us what smoke is?
Invite students to share their observations with an elbow partner.
[Slide 9] Turn and Talk: Invite students to share their observations with an elbow partner.
| Step 3: Dive deeper | (30 min) |
Purpose: This part of the lesson provides the opportunity for students to apply academic vocabulary to their observations. They gather information from both videos and an article to build on their understanding of smoke.
You might say: In the last part of the lesson, we spent some time observing smoke, but we didn’t really learn a lot about what it’s made of or even why it can be unhealthy for people. Next, we are going to gather some information to help us understand how smoke can hurt us, so that we can eventually communicate that to our community members in our final products.
[Slide 10] Introduce and play video:
Prompt students to use their Smoke Notes Organizer to record information about some of smoke’s characteristics. Specifically, where does the "stuff" in smoke come from?
Before watching the video, define combustion for the students.
You might say: Combustion refers to the burning of materials, so when you see the word "combustion" you should think of fire.
Play the KQED Quest video "The Combustion of Wood" [1:26].
After students watch the video, ask them to share the information they gathered. As students share out, add new information to the Know & Need to Know chart.
What is smoke made of?
Answer: Smoke is made of gasses and particles from the material being burned.
Where does the stuff in smoke come from?
Answer: The material being burned is not completely burned and leaves small particles that end up in the air.
[Slide 11] Conduct smoke demo #2:
Materials Needed |
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Let students know that you will be conducting a second smoke demonstration to see if we can gather data that supports that smoke comes from the object(s) being burned.
Inform them that you will weigh the match before and after being burned, and invite them to make a prediction as to whether the match’s weight will increase, decrease, or stay the same.
Prepare for the demonstration by positioning yourself, the materials, and students in a place where students can easily observe the demonstration.
Allow students to observe a match up close before it is lit, then use a food scale to weigh the match (in grams) and write down the weight in an area visible to the class.
Place a sheet of foil into the glass container.
Light the match and place it in the glass container on top of the foil. When the match is burned to about ⅔ of its length, cover the container with the lid.
Remove the foil and the burned match from the container and weigh it again, recording the weight in another place that all students can see. Make sure to subtract the weight of the foil.
Instruct students to record the pre- and post-burning weight on their notes organizer.
Invite students to discuss the following questions with their elbow partner:
How did the match change?
Why did the match weigh less after being burned?
Where did the smoke we observed come from?
[Slide 12] Think-Pair-Share: Invite students to turn to their partner and talk about how the data collected helps explain where smoke comes from. Then ask students to share their answers with the whole class.
[Slides 13–15] Add combustion, particles, and smoke to the Word Wall:
Inform students that there are some vocabulary terms that will be helpful to know to understand the upcoming article.
Define vocabulary terms:
combustion: the process of burning something
particles: microscopic (very tiny) non-living things
smoke: the gasses and particles that come from the combustion of a fuel source
| Teacher Tip: Develop Academic Language With a Word WallA word wall is a visual academic vocabulary tool that students can reference throughout the unit. Word walls support reading comprehension and writing skills with science texts, as well as communication and collaboration in science discussions. As the class adds vocabulary words to the wall, you can give students opportunities to interact with the words by grouping them into categories, placing them in opposition to one another, or adding pictures or realia next to words. To learn more, read "Classroom Strategies: Word Walls," Instructional Practices in NGSS: Word Walls," and "Word Walls in Social Studies: One Solution to the 'Vocabulary Conundrum.'" |
[Slide 16] Read the article "Wildfire Smoke: A Complex Mixture":
Before reading, inform students of their reading purpose. They are trying to learn more about the characteristics of smoke and should look for answers to the following question:
What are some of the characteristics of smoke (what it’s made of, size of particles, etc.)?
Read the article aloud to students.
Next, have students read the article to one another in pairs and annotate it by circling key words, underlining important points, adding question marks for points of confusion, and writing questions in the margins.
Revisit the reading purpose and ask for students to share what they found and cite details from the text. Have students write down their answers in the notes organizer while you record the new learning on the "know" section of the Know & Need to Know chart.
[Slide 17] Learn about particle size:
Contextualize the video by explaining to students that they will be looking at another resource to understand how small some particles can actually be. They will see the word combustion here, so they should remember that it refers to smoke particles.
Play the Ultravation video "Indoor Air Pollution: Relative Airborne Particle Size" [0:00–2:48].
| Step 4: Finalize the model | (30 min) |
Purpose: Students review all that they learned earlier in the lesson and create an updated model of smoke that will show their new understanding.
You might say: We’ve learned a lot about smoke by making observations, reading, and watching videos. It’s time to use that new information to create a more accurate model that shows our new understanding of what smoke is. This way, we can see how much we’ve learned and the ways in which our thinking about smoke has changed.
[Slide 18] Invite students to create a final model on their Modeling Smoke handout:
Think-Pair-Share: Review some of the new information that the class has learned over the past lesson by having students look back at their Smoke Notes Organizer and share some things they might include in their model with an elbow partner.
Ask for volunteers to share their ideas with the class.
[Slides 19] Reflect on the models: Ask students to look at their models and notice how they show a change in their understanding of smoke.
Invite students to articulate these different understandings by filling out the table under both models.
I used to think that smoke was…
Now I know that smoke is…
Conclude by asking students to reflect on how their ability to explain smoke to people will help them develop their educational campaigns.
Teacher Tip: Visible Thinking RoutinesAsking students to reflect on how their thinking has changed through the "I used to think… Now I think…" sentence stems comes from Project Zero’s Thinking Routines Toolbox. According to Harvard University’s Project Zero:Thinking routines are short, easy-to-learn mini-strategies that extend and deepen students' thinking and and reflection. They work to both cultivate students’ thinking skills and dispositions, but to also deepen content learning. In order to make them routines, versus mere strategies, they must be used over and over again in the classroom so that they become part of the fabric of classroom' culture. The routines were designed by Project Zero researchers at Harvard University to become one of the regular ways students go about the process of learning.As you use the routines, consider how you (or the students) will document students’ ideas and questions. Try to return to these ideas and questions at the end of the learning experience and in subsequent class sessions, so that you and the students can see how their thinking and understanding are developing.For more information on thinking routines or to explore other routines, visit Project Zero’s Thinking Routine Toolbox.
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Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.3: The Cause of All This Smoke
Teacher Guide
Lesson 1.3: The Cause of All This Smoke
Smoke & Haze: Hazardous Horizons
Lesson 1.3: The Cause of All This SmokeUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days? Learning Targets I can:
Purpose In this lesson, you will figure out the answer to the question "What’s the cause of all this smoke?" You will watch a video and use your reading skills to learn about the human and non-human causes of wildfires. You will use what you learn to create an informational poster to show the ways that people can help prevent wildfires from happening. At the end of the lesson, you will add to our collective knowledge on our Know & Need to Know chart. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ SEP | Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
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| Lesson Overview | |
| This lesson guides students to understand both the human and nonhuman causes of wildfires. They watch a video and read an article to learn about the causes and prevention of wildfires. Then, students create a poster to process the information and demonstrate their new learning. It will also give them the opportunity to draft visuals that they can choose to use in their final product. |
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Lesson Steps in Detail
| Step 1: Explore wildfire causes | (10 min) |
Purpose: In this step, students are introduced to the causes of wildfires.
You might say: In the last two lessons, we were introduced to the problem of wildfire smoke and learned about what is in wildfire smoke. Today we are going to work to understand what causes wildfires.
[Slide 2] Review the unit driving question.
[Slide 3] Share the learning targets with students.
[Slide 4] Think-Pair-Share:
Invite students to turn to their elbow partner and discuss some causes of wildfires.
Once students have shared with their small groups, invite them to share out to the class.
[Slide 5] Watch a video to learn what causes wildfires:
Before playing the video, inform students of their thinking task during the video:
What are the three things fire needs to occur?
What are natural vs. human causes of wildfire?
Play the National Geographic video "Wildfires 101" [3:12].
After playing the video, have students share what they noticed related to the thinking tasks.
[Slide 6] Add fuel to the Word Wall:
Note that one of the words discussed in the video is fuel, and define the term:
fuel: any material that can be combusted (burned)
Highlight combustion on the Word Wall (from the previous lesson) and explain that "combusted" is a verb form of the word
Ask students to consider what would actually burn in the photo.
Invite students to suggest what other things might serve as fuel for a wildfire.
[Slide 7] Continue defining vocabulary:
Explain that there are other things that are used as fuel or are highly combustible or flammable, such as charcoal in a barbeque or gasoline.
Referring to the image on the slide, ask students: Which of these are combustible? How do you know?
Also explain that most things that come from plants are combustible, such as paper, logs, dead leaves, pine needles, and pine cones.
| Step 2: Dive deeper | (20 min) |
Purpose: In this step, students use their reading skills to gain a more detailed understanding of the human and natural causes of wildfires.
You might say: We now know more about what causes wildfires, but we haven’t talked yet about how to prevent them. Remember, at the end of the lesson you are going to create a poster that teaches people how they can prevent wildfires, so this article will give us some of that information.
[Slide 8] Read the article "Wildfire Causes":
Before reading, inform students of their reading purpose, which is to learn more about what causes wildfires and how people can prevent them.
Read the article aloud to students.
Next, have students read the article to one another in pairs and annotate it by circling key words, underlining important points, adding question marks for points of confusion, and writing questions in the margins.
[Slide 9] Think-Pair-Share: Have students share with a partner one new thing they learned from the article. Then ask students to share their answers with the whole class.
[Slide 10] Summarize and clarify article:
For each cause shown on the slide, invite students to share out their understanding of what it is and ask any clarifying questions.
Use the images to help explain any points of confusion for students.
| Step 3: Create an informational poster | (25 min) |
Purpose: In this part of the lesson, students process what they learned from the article by creating visuals instructing people on how to prevent wildfires. Students choose four human causes of wildfires and use images and words to advise others how to prevent them.
You might say: Now we have the opportunity to show our artsy side! Remember, at the end of the unit, our goal is to educate our community members. Part of our final product includes telling our community how they can help prevent wildfire smoke. This is important, because without wildfires, we wouldn’t have wildfire smoke, which is the problem we are trying to prevent. This activity is an opportunity to think about how you might illustrate this information in your final product.
[Slide 11] Give instructions for creating the poster:
Determine in advance what colored pens, pencils, or markers students can use for this activity.
After passing out the Wildfire Prevention Poster handout, instruct students on how to complete the poster activity.
Remind students that they are creating a poster meant to educate people about what they can do to prevent wildfires. Each square in the poster should contain an image and words. Students should only draw human causes of wildfires.
If students need extra support, create an example on the board. One example could be a drawing of a person pouring water on a campfire, with the text "Always make sure campfires are properly put out before leaving them. Pour water until you don’t hear a sizzle."
Alternatively, you can give students the opportunity to create this poster on Canva. Canva is an optional
tool for their final product creation, so it will be helpful to students to get experience using this tool ahead
of time
| Step 4: Add to our collective knowledge | (5 min) |
Purpose: In this step of the lesson, students reflect on the knowledge that they’ve gained and how it applies to the unit driving question and final product.
[Slide 12] Remind students that today’s learning is part of the larger project purpose:
Invite students to share things they learned today that can be added to the Know & Need to Know chart:
What new information can we add to our "know" column?
What new questions can we add to our "need to know" column?
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.4: Fighting Fire With Fire
Teacher Guide
Lesson 1.4: Fighting Fire With Fire
Smoke & Haze: Hazardous Horizons
Lesson 1.4: Fighting Fire With FireUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days? Learning Targets I can:
Purpose In this lesson, you will look at other factors that influence wildfires and their intensity. You will explore the ways in which our forests have been managed, and how those management practices have affected how forests respond to wildfires. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ SEP | Engaging in Argument From Evidence: Construct and/or support an argument with evidence, data, and/or a model. | |
| ✓ WSSSS | C2.4.2: Describe how and why local, state, and tribal governments make, interpret, and carry out policies, rules, and laws.C3.4.1: Recognize that tribes have lived in North America since time immemorial. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
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| Lesson Overview | |
| In this lesson, students explore how different approaches to forest management have affected forest health and made forests more or less resistant to destructive wildfires. They are introduced to the Indigenous science of using fire to improve forest health, as well as the history of U.S. fire suppression policy, and the effects of these two approaches. They watch a video and read an article about the role of fire in maintaining healthy forests. At the end of the lesson, students answer the question "Is all fire bad?," using evidence from the text to support their claim. They then contribute their knowledge to a classwide Venn diagram and engage in a class discussion to share information with their classmates. At the end of the lesson, they use a visible thinking routine to reflect on how their understanding of human-caused wildfires has changed. |
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Lesson Steps in Detail
| Step 1: Learn about Indigenous science | (15 min) |
Purpose: In this part of the lesson, students are asked to reflect on their ideas or knowledge of forest management and consider whether fire is always "bad." They are introduced to the Indigenous practice of using fire as a land management tool.
[Slide 2] Review the unit driving question.
[Slide 3] Turn and Talk: Invite students to discuss the question: Is all fire bad?
You might say: In this project, we are examining the problem of wildfire smoke. We’ve learned the causes of wildfires, but today we are going to explore how humans have interacted with fires. Is all fire bad? Should we prevent all human-caused wildfires? We will try to understand what relationship fire has to forest health, and if it has a role at all in keeping less smoke from reaching us. In the end, you’ll write an argument answering the question "Is all fire bad?" and trace how your understanding has changed during this lesson.
[Slide 4] Share the learning targets with students.
[Slide 5] Add policy to the Word Wall:
policy: a deliberate system of guidelines, rules, or actions taken by an organization or individual; these might look like rules or practices
Bring students’ attention to the word "policy" in the learning target.
Define the word and discuss the examples given.
Ask students if they can think of any policies at school, at home, in their hobbies, etc.
[Slide 6] Think-Pair-Share: Activate prior knowledge about forest conservation policies.
Invite students to discuss with an elbow partner the following question: What do you know about policies that exist for taking care of forestlands?
Encourage students to consider common practices for taking care of the outdoors.
Invite students to share their answers with the class.
[Slide 7] Learn about Indigenous practices for using fire to prevent uncontrolled wildfires:
Before playing the video, provide context by connecting it to practices or policies for taking care of the land.
You might say: It sounds like some of us have ideas about how we need to be stewards and help take care of the land. Is it possible that different people have different ideas of what that looks like? We are going to watch a video that shows how Indigenous Peoples have taken care of their ancestral homeland for thousands of years.
Inform students of their thinking tasks before playing the video:
How do wildfires in California affect us in Washington?
How has the approach to fires changed for non-Indigenous land managers?
Play the Washington Post video "These Native American Women Want to Help Lead California’s Prescribed Burning" [3:28].
After playing the video, invite students to share what they learned. One idea that should come from the video is using fire as a tool vs. excluding or suppressing fire.
| Step 2: Dive deeper | (40 min) |
Purpose: In this step of the lesson, students get a more in-depth look at the practices of prescribed burns and fire suppression. They read an article and use the information in the upcoming Venn diagram activity.
[Slide 8] Add suppress to the Word Wall:
Before defining the vocabulary word, contextualize it by informing students that it is a word that will come up in the article, so they will know the word before they see it.
suppress: to put an end to something
After defining the term, build conceptual knowledge by inviting students to consider the question: What are fire extinguishers meant to suppress?
Ask students to provide other examples of suppressing something (e.g., suppress a smile in a serious situation, suppress weeds with wood chips, etc.)
[Slide 9] Add biodiversity to the Word Wall:
biodiversity: how many different species are in an area; a place with fewer species is less biodiverse, and a place with more species is more biodiverse
After defining the term, build conceptual knowledge by inviting students to consider the questions:
Which image is more biodiverse?
Are healthy ecosystems more or less biodiverse?
Listen for the following ideas in student responses and extend their thinking as needed:
Scientists look at biodiversity as an indicator of health. If an ecosystem is less biodiverse, it indicates lower health, where higher levels of biodiversity mean a stronger ecosystem because it’s able to sustain many different forms of life (source: "Biodiversity Critical to Maintaining Healthy Ecosystems" from U.S. Geological Survey).
[Slide 10] Read the article "Fire as a Tool for Maintaining a Healthy Forest":
Distribute both the article and the Fire Argumentation handout.
Before reading, inform students of their reading purpose, which is to learn how fire suppression and prescribed burns affect the health of the forest, so that they can write and support an answer to the question "Is all fire bad?"
Read the article aloud to students.
Prompt students to read the article independently and annotate the text as they move through it by circling key words, underlining important points, adding question marks for points of confusion, and writing questions in the margins.
Divide students into groups of 3–4 and invite them to share some of their learning from the text and what they think their claim will be.
[Slide 11] Construct an argument:
Review the instructions for the Fire Argumentation handout, providing an opportunity for students to clarify points of confusion.
If needed, provide an example of a claim using the following example question: Are peanut butter and jelly sandwiches a healthy meal for kids?
Claim 1: Peanut butter and jelly sandwiches are a healthy meal for kids because they contain protein and fats from peanuts and other nutrients from fruit.
Claim 2: Peanut butter and jelly sandwiches are an unhealthy meal for kids because they have lots of added sugar in jelly, and peanut butter can lead to health problems later in life.
Provide students with time to write their claims and evidence that supports their claim on the Fire Argumentation handout.
| Step 3: Reflect on your learning | (5 min) |
Purpose: In this part of the lesson, students reflect on how their thinking regarding human-caused wildfires has changed by using the visible thinking protocol "I used to think… Now I know…"
[Slide 12] Student reflection:
Have students turn to the back side of the Fire Argumentation handout.
Prompt students to engage in the following thinking routine to track how their understanding of human-caused wildfires has changed.
Invite students to share their thoughts with an elbow partner.
Then, invite students to share their ideas with the class.
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 1.5: Why Are We Seeing More Smoke These Days?
Teacher Guide
Lesson 1.5: Why Are We Seeing More Smoke These Days?
Smoke & Haze: Hazardous Horizons
Lesson 1.5: Why Are We Seeing More Smoke These Days?Unit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: What is smoke, and why are we seeing more of it these days? Learning Targets I can:
Purpose Have you ever wondered "Why are wildfires such a big worry for people now? Have they always been an issue?" In this lesson, you will explore the different things happening in the environment at the same time as some of the worst wildfires in western states like Washington, California, and Oregon. You will work with your classmates to paint a picture by creating a timeline, and then step back and analyze what it tells us. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 65 minutes |
| Standards | ||
| ✓ WSSSS | G1.4.2 Investigate the physical, political, and cultural characteristics of places, regions, and people in the Pacific Northwest, including the difference between cities, states, and countries. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
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| Lesson Overview | |
| In this lesson, students work together to graph data on a timeline to gain an understanding of how temperature and drought have contributed to some of the worst wildfires in the modern history of the western states. Students plot data points on a class timeline and analyze that data to make connections. They conclude by answering the module driving question to practice conceptualizing information for their final product. |
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Lesson Steps in Detail
| Step 1: Build a fire timeline | (15 min) |
Purpose: In this step, students work collectively to build a timeline that displays data on wildfires, drought, and high temperature records in western states that they will analyze later in the lesson.
You might say: We are going to create a timeline to help us visualize some of the different factors affecting wildfires and analyze the data so that we can see what story it tells us.
[Slide 2] Remind students of the unit driving question.
[Slide 3] Share the learning targets with students.
[Slide 4] Turn and Talk: Have students discuss the following question: Why do you think wildfires are such a big problem in the western states?
[Slide 5] Introduce the timeline:
Inform students that they will work as a class to create a timeline that shows different environmental factors happening around the same time as some of the largest wildfires in the region.
Divide students into groups and distribute data points.
[Slide 6] Get acquainted with the data points: Invite students to read the data points assigned to their group aloud so that everyone is aware of the dates and events received.
[Slide 7] Create the timeline:
Review the key on the timeline and explain how each sticker represents a particular type of data point (fire event, drought, or one of the hottest years on record). Remind students that they need to pick the correct sticker for each of their data points. If they are representing one of the hottest years, they should write where that year falls on the record. For example, if they are representing the hottest year on record, that sticker gets a 1. If they are representing the second hottest year on record, that sticker gets a 2, and so on.
Invite students to bring up their data points and add them to the timeline, one group at a time.
| Step 2: Zoom out | (20 min) |
Purpose: In this step, students analyze and discuss the timeline they just created.
You might say: Now that we’ve created our timeline, let’s take some time to analyze it. As we look at the timeline, we want to take note of any patterns or trends that we notice and consider how this might connect to our issue of wildfire smoke and why it’s so important for us to educate our community.
[Slide 8] Think-Pair-Share: Invite students to observe the timeline they created and discuss what patterns they notice with their groups.
[Slide 9] Analyze the timeline:
Distribute the Analyzing Our Timeline handout and have students complete the questions in their small groups. Invite students to work in pairs to answer the questions.
Once students have filled out the handout, ask them to share the connections they made, and clarify as needed using the Analyzing Our Timeline teacher key.
[Slide 10] Facilitate whole-class discussion:
Invite students to share their observations of the timeline with the entire class.
| Step 3: Bring it back to the final product | (30 min) |
Purpose: In this step, students make connections between what they have learned and the unit driving question.
[Slide 11] Connect to our final product: Remind students that today’s learning is part of the unit’s larger purpose.
You might say: It’s time to think about what our observations mean to our communities and our final product. Our driving questions for this module of the unit are "What is smoke, and why are we seeing more of it these days?" This information will be important in helping our community members understand why smoke safety is important to understand now, and why it will be important in the future. Since our final product is all about educating community members, today we will practice communicating what smoke is and why we are seeing more of it, so that when we start our final product, we will already have language we can use.
Distribute the Module 1 Summary handout and read the instructions aloud to students.
Emphasize that student explanations do not have to be purely written; students can create models with labels to demonstrate their understanding and teach others.
Encourage students to review previous resources, such as the Know & Need to Know chart, the class wildfire timeline, and any handouts or articles.
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Module 2: Smoke and the Body
Module Overview
Module 2: Smoke and the Body
Smoke & Haze: Hazardous Horizons
Unit Driving Question
How can we help keep our community safe from wildfire smoke?
Module Driving Question
How does smoke affect us?
Module Overview
In this module, students learn how wind patterns can bring smoke into their communities from far away and how smoky conditions affect the body. They read wind barb maps to predict where smoke will travel and explore the Air Quality Index as a way to stay informed. Students read about the respiratory system and how specific structures have functions that are natural defenses against pollution, and they create a model to demonstrate their understanding. Finally, students learn about the effects of wildfire smoke and research what people can do to stay safe.
| Lesson 2.1: When Wind Brings Haze (60 minutes) | |
Learning Targets: I can:
| In this lesson, students explore how wind moves smoke. They take on the role of meteorologist by reading wind barb maps and determining where to go to avoid smoky conditions. They learn about the Air Quality Index (AQI) and look at current and past data. The lesson ends with students reflecting on how the information learned in the lesson can be used to answer the unit driving question. |
| Lesson 2.2: Fighting Smoke From Within (90 minutes) | |
Learning Targets: I can:
| In this lesson, students explore smoke's effect on the body. They learn about the different structures of the respiratory system and the important functions of some of those structures that serve to defend against pollutants. Students work on a jigsaw activity in small groups, then create a model that shows how those structures respond to pollutants. |
| Lesson 2.3: Smoke Safety (60 minutes) | |
Learning Targets: I can:
| In this lesson, students explore ways that people can mitigate the effects of wildfire smoke during a smoke event. With a partner, they participate in a scavenger hunt that requires them to find information from EPA and CDC recommendations for staying safe when experiencing air pollution. Afterward, they use their knowledge to make recommendations on real-world scenarios for what people can do on a smoky day to stay healthy. |
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Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.1: When Wind Brings Haze
Teacher Guide
Lesson 2.1: When Wind Brings Haze
Smoke & Haze: Hazardous Horizons
Lesson 2.1: When Wind Brings HazeUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: How does smoke affect us? Learning Targets I can:
Purpose Have you ever woken up, looked out of your window, and been surprised at a hazy sky? Maybe you’ve even wondered "Where did all this smoke come from?" In this lesson, we are going to learn about how smoke can travel and how we can read wind patterns to make an informed decision to avoid smoke. Later, we will look at a tool that our community can use to make decisions around smoke. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ SEP | Analyzing and Interpreting Data: Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| In this lesson, students explore how wind moves smoke. They take on the role of meteorologist by reading wind barb maps and determining where to go to avoid smoky conditions. They learn about the Air Quality Index (AQI) and look at current and past data. The lesson ends with students reflecting on how the information learned in the lesson can be used to answer the unit driving question. |
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Lesson Steps in Detail
| Step 1: Explore wind patterns | (30 min) |
Purpose: In this step, students watch a video and practice reading a wind barb map to learn how wildfire smoke is moved by wind.
[Slide 2] Review the unit driving question with students.
[Slide 3] Share learning targets with students.
[Slide 4] Think-Pair-Share: Invite students to discuss this question with a partner:
Why do fires in California, Oregon, and Canada matter to us here in Washington?
[Slide 5] Introduce and play video:
You might say: As you all discussed, wildfires can have an effect on places far away from where the actual fire is located. Today we are learning about the ways in which wildfire smoke moves around. Let’s take a look at an example from the summer of 2023.
Play the Insider News video "New York City Covered in Orange Smoke From Canada's Wildfires" [1:49].
After the video, point out New York State on the map and how smoke from fire traveled from different parts of Canada, which are north of New York.
[Slide 6] Explain the photo:
Explain that smoke can travel hundreds or thousands of miles away, as seen in the photo on the slide that depicts smoke traveling from eastern to western Canada.
[Slide 7] Add meteorologist to the Word Wall:
Set the stage for this activity by explaining that students will be stepping into the role of meteorologists to predict smoke patterns.
Define vocabulary:
meteorologist: a weather scientist
Introduce what meteorologists do using the following talking points:
Meteorologists collect and analyze data from different parts of the earth, such as our atmosphere and oceans, to forecast weather and potential hazardous events like high winds or winter storms.
They can provide weather advice and guidance to federal, state, and local agencies.
You may have seen them on the news telling us what weather we can expect.
[Slide 8] Explain wind barbs to students using the following talking points:
Wind barbs are a symbol used on maps to describe how wind is moving. They show what direction wind is blowing, as well as what direction it’s coming from.
The arrow (or sometimes a dot) at the end shows the direction wind is going. Sometimes the barb doesn’t have an arrow or a dot, but we can differentiate it from the other end that has barbs or lines.
The other end shows the direction wind is coming from, and the barbs or lines on the end show how fast the wind is blowing. But we are going to focus on wind direction today, rather than the speed.
Also notice the compass, which we have seen in the maps we have looked at. We will use it to orient ourselves as we look at the wind barbs.
Now, let’s get some practice!
[Slides 9–10] Wind barb practice #1: Invite students to talk with an elbow partner to determine the direction the wind is blowing in the location designated by the red star.
Invite students to show their answer with their fingers, designating 1, 2, or 3.
Once all students have voted, explain that the answer is 1, because the barbed end is pointing northwest (NW) and the arrow end is pointing southeast (SE).
[Slides 11–12] Wind barb practice #2: Invite students to talk with an elbow partner to determine the direction the wind is blowing in the location designated by the red star.
Invite students to show their answer with their fingers, designating a 1, 2, or 3.
Once all students have voted, explain that the answer is 2, because the barbed end is pointing southwest (SW) and the arrow end is pointing northeast (NE).
[Slides 13–14] Wind barb practice #3: Invite students to talk with an elbow partner to determine the direction the wind is blowing in the location designated by the red star.
Invite students to show their answer with their fingers, designating a 1, 2, or 3.
Once all students have voted, explain that the answer is 2, because the barbed end is pointing south (S) and the arrow end is pointing north (N).
| Step 2: Predict smoke and AQI impacts | (30 min) |
Purpose: In this step, students apply their new skills to a real life scenario. They also learn about the Air Quality Index and how it can be a tool to help people make informed decisions to stay safe from smoke.
You might say: Now it’s time to put our new skills to the test. In our next activity, you will analyze a wind barb map to make an informed decision to try to stay safe from wildfire smoke.
[Slide 15] Introduce the Predicting Smoke and Exploring AQI handout to students:
Read the directions and scenario as a class, then invite students to work through the handout questions in pairs.
Explain how students should access the links (for example, through the learning management system your class uses).
[Slide 16] Add Air Quality Index (AQI) to the Word Wall:
After students have completed the handout, come back together as a class to examine AQI categories.
Define vocabulary:
Air Quality Index (AQI): a resource that shows the amount of particle pollution in the air in a given location
Ask students the following question:
What does the AQI tell us, and how can people use it as a tool?
Ideally, students will mention that people can use the AQI to check the air quality before deciding how to spend their day and whether they need to modify their activities. People should be mindful when the AQI is anything above moderate.
[Slide 17] Show an example of data:
You might say: Here is an example of the AQI data over the entire year of 2022, which we just saw in our activity. What was likely happening in July/August, September, and October of 2022?
If students ask why air quality is not as healthy (moderate) throughout the winter months, let them know that it is because colder air is denser and slower moving, so pollution like smog from cars or smoke from fireplaces lingers in the air longer. Learn more from the AccuWeather article "Why Air Pollution Is Worse in Winter."
[Slide 18] Pose a final scenario for students to apply what they have learned in the lesson:
Focus students on Part 4 in the Predicting Smoke and Exploring AQI handout.
Explain that they will need to draw on everything they have learned about forecasting smoke impacts and staying safe for this final scenario.
Think-Pair-Share: Organize students into pairs for the final scenario and provide time for partners to discuss. Encourage students to use evidence from the activity to support their thinking.
Conclude the activity by discussing the synthesis questions and the evidence students used to support their responses.
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.2: Fighting Smoke From Within
Teacher Guide
Lesson 2.2: Fighting Smoke From Within
Smoke & Haze: Hazardous Horizons
Lesson 2.2: Fighting Smoke From WithinUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: How does smoke affect us? Learning Targets I can:
Purpose Have you ever been outside during a smoky day? Did you experience any symptoms like an itchy throat or a cough? If so, that was your respiratory system hard at work. In this lesson, you will read about the structures in your body that are responsible for getting oxygen in and carbon dioxide out. You will work with a partner to create a model showing how the body responds to pollutants and write an answer to the question "How do our bodies defend against air pollution like wildfire smoke?" Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 90 minutes |
| Standards | ||
| ✓ PE | 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. | |
| ✓ DCI | LS1.A: Structure and Function: Plants and animals have both internal and externalstructures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1) | |
| ✓ SEP | Developing and Using Models: Develop and/or use models to describe and/or predict phenomena. | |
| ✓ CCC | Cause and Effect: Cause and effect relationships are routinely identified, tested, and used to explain change. | |
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| In this lesson, students explore smoke's effect on the body. They learn about the different structures of the respiratory system and the important functions of some of those structures that serve to defend against pollutants. Students work on a jigsaw activity in small groups, then create a model that shows how those structures respond to pollutants. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Learn about structures and functions | (10 min) |
Purpose: In this part of the lesson, students are introduced to new vocabulary terms, structure and function, which they will revisit when creating and explaining their models in subsequent lesson steps.
[Slide 2] Review the unit driving question with students.
[Slide 3] Share learning targets with students.
[Slide 4] Think-Pair-Share: Invite students to discuss the following question with a partner:
Have you been outside during smoky weather? What did you experience?
[Slide 5] Introduce and play video:
Distribute the Respiratory System Note Organizer.
Provide students with their thinking tasks for the video:
What are some symptoms people might experience after breathing in smoky air?
Is everyone equally vulnerable to smoky air?
Remind students to record answers to these questions in Part 1 of their Respiratory System Note Organizer.
Play the Bay Area Air District video "Health Impacts of Wildfire Smoke" [1:27].
[Slide 6] Add structure and function to the Word Wall:
You might say: Today we are going to be examining some of the parts of our bodies that are affected by and work to protect us from smoke. We will be using some specific words to describe these parts and their jobs throughout this lesson.
Define vocabulary terms:
structure: a part of the body
We can describe a structure by identifying what it looks like, what it’s made of, and any other characteristics.
function: a job or purpose
Structures are designed to perform a function.
Think-Pair-Share: Refer to the photo of the hummingbird on the slide and invite students to consider the following question with a partner:
What structure does the hummingbird have that helps it survive?
[Slide 7] Access prior knowledge:
Think-Pair-Share: Ask students to consider the following question with a partner:
Do our bodies have any natural defenses against air pollution like wildfire smoke?
| Step 2: Dive into the respiratory system | (20 min) |
Purpose: In this step, students learn about the structures and functions of the respiratory system and record notes in their notes organizer. Students use the jigsaw method to learn information and share it with their peers.
[Slide 8] Read the article "The Respiratory System":
Review the reading purpose with students, which is to identify the functions of different structures in the respiratory system.
Read the first paragraph of the article aloud to the whole class.
Review Part 2 of the Respiratory System Notes Organizer with students and encourage them to fill in the table and diagram with information about the different structures that they read about. These terms will be in bold.
Provide time for students to read their assigned portion of the article with partners.
Encourage them to annotate the article by circling key words, underlining important points, adding question marks for points of confusion, and writing questions in the margins.
[Slide 9] Review structures and functions with student input
Use the human model to clarify which structures are which and ask students to share important functions of these structures so that all students are working with the same information.
| Step 3: Model smoke in our system | (30 min) |
Purpose: In this step of the lesson, students use the information that they gathered from the article and notes organizer to create a model that shows how a person’s airway would be affected by a smoke event. By doing this, students answer the question posed at the start of the lesson: "How do our bodies defend against air pollution like wildfire smoke?"
[Slide 10] Introduce the next task:
You might say: At the start of the lesson we asked "How do our bodies defend against air pollution like wildfire smoke?" Now you’ve learned about the different structures and functions of our respiratory system. Next, we will demonstrate that knowledge by modeling what happens in our lungs during a wildfire smoke event. This will be important to work through and understand so that we can explain it to community members as part of our final product.
[Slide 11] Review the definition of a model in preparation for the upcoming modeling activity.
[Slide 12] Describe the task to students:
Students work in pairs to create models on large sheets of butcher paper with markers.
Remind students to refer to the article and notes organizer from earlier in the lesson.
Let students know that they will use their models in the next part of the lesson to help them write their explanation.
Have students look at the model of healthy bronchus (bronchi is plural, bronchus is a single tube) on the slide and point out the illustrated structures. Then, invite student pairs to recreate their own version of a model of healthy bronchus.
Provide time for students to work with their partner to create a model that shows what the bronchus looks like when experiencing a smoke event, making sure to include at least two important structures and their functions in action.
Inform students that their models should include colors, illustrations, labels, and short descriptions of functions.
| Step 4: Explain your model | (30 min) |
Purpose: In this step, students use the model they created with a partner to independently answer the question "How do our bodies defend against air pollution like wildfire smoke?"
[Slide 13] Review the task with students:
You might say: The next part of our task is to fully explain whether our bodies have defenses against wildfire smoke pollution. You’ve created a model to show this; now use your model to help you answer this question by describing examples of what your model shows to support your answer.
Have students compose their answers independently on a sheet of binder paper. Review sentence stems students can use to form their explanation and express their ideas:
The respiratory system does/does not have natural defenses…
One important structure that helps defend against smoke is… It has the function of…
As you can see on the model…
Another important defense that is in the respiratory system is… It has the function of…
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 2.3: Smoke Safety
Teacher Guide
Lesson 2.3: Smoke Safety
Smoke & Haze: Hazardous Horizons
Lesson 2.3: Smoke SafetyUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: How does smoke affect us? Learning Targets I can:
Purpose You look out the window and notice smoky skies; do you know what to do to stay safe from the haze? In this lesson, you will learn about the different steps and precautions people can take during smoke events. You’ll work with a partner to complete a scavenger hunt to make your way through safety recommendations from the Environmental Protection Agency. Then, you’ll use your new knowledge to review real-life scenarios and make recommendations on how people can stay safe from smoke. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ CCSS | CCSS.ELA-LITERACY.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| In this lesson, students explore ways that people can mitigate the effects of wildfire smoke during a smoke event. With a partner, they participate in a scavenger hunt that requires them to find information from EPA and CDC recommendations for staying safe when experiencing air pollution. Afterward, they use their knowledge to make recommendations on real-world scenarios for what people can do on a smoky day to stay healthy. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Participate in a scavenger hunt | (30 min) |
Purpose: In this step, students explore recommendations for how to stay healthy during a smoke event.
[Slide 2] Review the unit driving question with students.
[Slide 3] Share learning targets with students.
[Slide 4] Contextualize the learning for this lesson:
You might say: In the last lesson, we learned about the effects that wildfire smoke has on our bodies and the structures and functions of the respiratory system. We know that smoke poses a risk to people, and in the last lesson, we learned about some of the natural defenses our bodies have to smoke and air pollution.
Today we are going to learn about what we can do as individuals to protect ourselves from the harmful effects of wildfire smoke by looking at information from two government agencies who aim to keep people healthy and safe. So let’s find out how we can respond when wildfire smoke arrives to stay as healthy as possible.
[Slide 5] Share information about the roles of the EPA and the CDC:
Explain to students that the Environmental Protection Agency (EPA) and the Centers for Disease Control and Prevention (CDC) are two government organizations that are responsible for keeping us healthy and safe. Share their missions:
EPA mission: Protect human health and the environment.
CDC mission: Protect America from health, safety and security threats, both foreign and in the U.S.
Ask students if they see any connections between the missions of the EPA and CDC and the goals for this unit’s final product. Invite students to share their answers.
Inform students that in today’s lesson, they will explore information provided by these two organizations.
[Slide 6] Facilitate the scavenger hunt:
Organize students into pairs and provide directions for completing the scavenger hunt (with either digital or physical materials).
Provide each student with a Smoke Safety Scavenger Hunt handout. Although students will work in pairs, it will be helpful for each student to have their own copy for future reference.
Review the reading purpose:
Identify how people and pets can stay healthy during wildfire smoke events.
Check that students understand that each flyer will provide some information for the scavenger hunt.
After most pairs have completed the scavenger hunt, come back together as a class and invite students to share answers; students who may be missing some answers can fill them in at this point.
| Step 2: Apply learning to real-world scenarios | (25 min) |
Purpose: In this step, students apply some of the knowledge from the scavenger to real-life scenarios.
[Slide 7] Add sensitive groups to the Word Wall:
Define the phrase:
sensitive groups: people who have characteristics that cause them to be at greater risk for health effects from smoke
Ask students: What are some health conditions that could make people more sensitive to smoke?
[Slide 8] Give examples of sensitive groups using the following talking points from the CDC:
Children under 18 are considered sensitive groups because they tend to do more vigorous activity and be outside more than adults. Younger children especially take more breaths per minute than adults, and as a result inhale more pollution.
The elderly tend to have more diseases and conditions that affect the heart and the lungs. The older human body also tends to have weaker defenses.
Pregnant people tend to have changes to their body such as higher breathing rates and increases in blood and plasma volumes, which increases the amount of pollution they’re exposed to. Additionally, exposure to wildfire smoke may harm the developing fetus.
People with health conditions such as asthma or other chronic lung diseases have their breathing conditions made worse by particle pollution. Pollution can also lead to increased risk of heart problems such as heart failure for people with conditions like heart disease.
[Slide 9] Introduce the Smoky Scenarios activity:
You might say: We have learned some things that people can do to stay healthy, but sometimes making decisions in the real world about what to do can feel complicated. In this activity, you are going to use your newly learned information to make recommendations for how different people can make healthy choices during a smoke event.
Divide students into groups of three or four.
Instruct students to work in their small groups to read through the scenarios and discuss the recommendations they would make for each situation.
After students have made recommendations for each scenario, invite students to share their answers with the whole class and discuss their answers.
| Step 3: Revisit the Know & Need to Know chart | (5 min) |
Purpose: This part of the lesson serves to refocus students on the unit driving question and consider how what they learned in this lesson can be applied to answer the question.
You might say: Let’s revisit the Know & Need to Know chart to see how our knowledge has changed. What can we add to the "know" part of our chart that would be helpful for our community to know about keeping safe during smoky conditions? What else do we "need to know" before sharing information with people in our community?
[Slide 10] Invite students to discuss what they’ve learned and how their thinking has changed. Use the following prompts to elicit student ideas and update the Know & Need to Know chart using a different colored marker to indicate new thinking from what was recorded last time.
What do we know now that we didn’t know before?
What questions have we answered?
What new questions do we have now?
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Module 3: Educating Our Community
Module Overview
Module 3: Educating Our Community
Smoke & Haze: Hazardous Horizons
Unit Driving Question
How can we help keep our community safe from wildfire smoke?
Module Driving Question
How can we inform our community?
Module Overview
In this module, students work in their public service announcement (PSA) teams to design and present their final product. They explore the qualities of effective PSAs and use their observations to co-create the final product rubric. Each student team identifies an audience for their PSA and chooses a format (video, brochure, or infographic) that aligns with their team members’ skills and caters to their audience. Students engage in the revision process after creating draft PSAs and receiving feedback from other PSA teams. Finally, teams present their PSAs to their audience, analyze audience feedback, and reflect on what they have learned throughout the unit.
| Lesson 3.1: What Makes a Good PSA? (35 minutes) | |
Learning Targets: I can:
| The purpose of this lesson is to provide students with opportunities to conceptualize their final product. Students observe and evaluate examples of PSAs with the intent of identifying strengths and weaknesses. This activity informs their understanding of the final product and guides them to identify aspects of the final product that should be assessed by a rubric. At the end of the lesson, students co-create the rubric by giving input on important, assessable components. |
| Lesson 3.2: Designing Our PSAs (180 minutes) | |
Learning Targets: I can:
| In this lesson, students design their final products. After forming PSA teams, they use a graphic organizer to help them conceptualize the information they want to share and determine their audience. PSA teams view the initial drafts of another team’s PSA and give feedback. PSA teams then reflect on the feedback they receive and revise their PSAs. |
| Lesson 3.3: Community Exhibition (60 minutes) | |
Learning Targets: I can:
| In this lesson, student PSA teams showcase their understanding of wildfire smoke safety to community members in an exhibition. After the exhibition, they reflect on all they have accomplished to help keep the community safe from wildfire smoke. This lesson is a time to celebrate the accomplishments of the students! |
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| Vocabulary |
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Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.1: What Makes a Good PSA?
Teacher Guide
Lesson 3.1: What Makes a Good PSA?
Smoke & Haze: Hazardous Horizons
Lesson 3.1: What Makes a Good PSA?Unit Driving Question: How can we help to keep our community safe from the effects of smoke?
Module Driving Question: How can we inform our community about wildfire prevention and smoke safety?
Learning Targets I can:
Purpose In this lesson, you will prepare to create your final product by evaluating examples of public service announcements (PSAs) designed to share important information with communities. You will identify the strengths and weaknesses of each piece and consider what makes them effective. You and your classmates will use this research to outline some assessment criteria for the PSAs you will create in the next lesson. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 35 minutes |
| Standards | ||
| ✓ CCSS | CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| The purpose of this lesson is to provide students with opportunities to conceptualize their final product. Students observe and evaluate examples of PSAs with the intent of identifying strengths and weaknesses. This activity informs their understanding of the final product and guides them to identify aspects of the final product that should be assessed by a rubric. At the end of the lesson, students co-create the rubric by giving input on important, assessable components. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Review the final product parameters | (10 min) |
Purpose: In this step, students learn about the parameters of their final product and how they will be assessed. They are introduced to the concept of a PSA to gain an understanding of the final product they will create.
[Slide 2] Review the unit driving question with the students.
[Slide 3] Share learning targets with students.
You might say: Today we are going to prepare to create our final products: public service announcements (PSAs). We are going to look at the rubric that will be used to assess your work so that we all understand the parameters and expectations. We will look at some examples of PSAs and identify their strengths and weaknesses. This will help us get a good understanding of what expectations we can set together for our PSAs that we can add to our rubric.
[Slide 4] Review the Project Challenge (Lesson 1.1) with students.
[Slide 5] Introduce the concept of a PSA to students:
You might say: Our goal at the end of this project is to help keep people safe by giving our community information so they can make educated decisions during a smoke event. One way that the people who are responsible for our health, like hospitals or government organizations like the CDC or EPA, work to keep people safe is by sharing important information through public service announcements (PSAs).
Define vocabulary term:
public service announcement (PSA): a form of communication meant to educate the public around an issue or problem
[Slide 6] Distribute and review the Final Product Rubric:
Invite students to look at the rubric and consider the following questions:
What are some things you notice about how your PSA will be assessed?
What questions do you have about how your PSA will be assessed?
Is anything missing?
Invite students to share observations and questions they have about the rubric.
| Step 2: Evaluate public service announcements | (15 min) |
Purpose: In this step, students evaluate examples of PSAs so that they can conceptualize what makes an effective, accessible PSA and co-create the rubric.
[Slide 7] Distribute PSA Exploration and review the directions.
[Slide 8] Introduce example #1:
Invite students to view the brochure "Heat Safety for You and Your Family" from the National Weather Service.
Give students 3 minutes to independently work through the material and analyze what things make it easy or hard to engage with. Remind students that they are acting as a consumer of information.
After 3 minutes of independent observation, invite students to share their observations with a partner.
Invite students to discuss the PSA as a class.
[Slide 9] Introduce example #2:
Invite students to view the infographic "Beat the Heat: Extreme Heat" from the CDC.
Give students 3 minutes to independently work through the material and analyze what things make it easy or hard to engage with.
After 3 minutes of independent observation, invite students to share their observations with a partner.
Invite students to discuss the PSA as a class.
[Slide 10] Introduce example #3:
Remind students to take notes on the handout while the video plays.
Play video "How to Stay Cool in Extreme Heat" [1:13] from the CDC.
Invite students to share their observations with a partner.
Invite students to discuss the PSA as a class.
| Step 3: Co-create the rubric | (10 min) |
Purpose: In this step of the lesson, students identify and advocate for characteristics that make a strong PSA for the rubric.
[Slide 11] Think-Pair-Share:
Invite students to discuss the following question with a partner:
What characteristics should we add to our final product rubric?
Invite students to share their ideas and facilitate a discussion around what additional criteria should be added to the rubric. You might prompt students to consider how suggestions align with the goals of the final product or whether similar suggestions can be consolidated.
Have students add the agreed-upon characteristics to the "Effective, Engaging PSA" row of their rubric.
[Slide 12] Review next steps:
In closing, inform students of the next steps in the upcoming lesson and ask them to think ahead about the audience and format for their final product.
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.2: Designing Our PSAs
Teacher Guide
Lesson 3.2: Designing Our PSAs
Smoke & Haze: Hazardous Horizons
Lesson 3.2: Designing Our PSAsUnit Driving Question: How can we help to keep our community safe from the effects of smoke?
Module Driving Question: How can we inform our community about wildfire prevention and smoke safety? Learning Targets I can:
Purpose In this lesson, you will form a team with your peers to work on your PSA. You’ll determine the information you want to share with your community and determine team member roles. Your PSA team will identify which format is right for your skills and interests, and you will begin creating the PSA. Then, you will help another team strengthen their PSA by giving helpful feedback, and you’ll also receive feedback on your team’s PSA. Finally, you’ll consider how to revise your PSA based on feedback. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 180 minutes |
| Standards | ||
| ✓ SEP | Obtaining, Evaluating, and Communicating Information: Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. | |
| ✓ CCSS | CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.CCSS.ELA-LITERACY.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
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| Lesson Overview | |
| In this lesson, students design their final products. After forming PSA teams, they use a graphic organizer to help them conceptualize the information they want to share and determine their audience. PSA teams view the initial drafts of another team’s PSA and give feedback. PSA teams then reflect on the feedback they receive and revise their PSAs. |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1A: Design your final product: audience and format | (30 min) |
Purpose: In this step of the lesson, teams conceptualize and draft their PSA in preparation for creating the final version.
[Slide 2] Review the unit driving question with students.
[Slide 3] Share learning targets with students.
[Slide 4] Review the project challenge with students.
[Slide 5] Provide time for students to get into their PSA teams.
[Slide 6] Explore how audience influences content by analyzing two NASA websites:
Ask students to observe the screenshots of the two websites silently, then invite students to discuss the following questions in their PSA teams:
Who were these websites designed for? How can you tell?
Invite students to share their answers. Listen for students to describe how they know for what audience NASA designed each website because they will need to bring the same intentionality to their PSAs.
Student responses are likely to identify choices made between photographs vs. graphic images, the amount of text, and the overall complexity or simplicity of information.
Explain that it’s important to cater work to your audience to keep them engaged and interested and ensure accessibility. You can use the example of the NASA websites and ask students which one children would be more drawn to, both visually and topically.
[Slide 7] Identify audience:
Distribute one copy of the Final Product Planner to each team to complete collaboratively.
Provide examples of potential audiences for the PSA:
young children
your peers
older adolescents
adults
sensitive groups
Invite students to discuss in their PSA teams what audience they want to make their final product for and how they might modify their content accordingly.
Students should record this information in their handout.
[Slide 8] Choose format:
Review PSA format options with students.
Invite students to read through the table on their handout and discuss with their PSA teams which option fits best with their skills and interests.
Students should record this information in their handout.
| Step 1B: Design your final product: hook, recommendations, and model | (30 min) |
Purpose: Teams continue the process of drafting their PSA in preparation for creating the final version.
[Slide 9] Explain the hook:
Define a hook for students: The hook is what pulls your audience into your work and keeps them engaged. It usually includes why whatever you have to say is important.
[Slide 10] Review hook example #1:
Play the first 40 seconds of the What If video "What if You Stopped Brushing Your Teeth?"
Invite students to discuss the following question:
What does this video do to grab the audience’s attention?
Possible response:
Emotion is attention-grabbing; in this case, the emotion is probably worry or disgust.
[Slide 11] Review hook example #2:
Read text from the screenshot of the website "Healthy Pets, Healthy People" from the CDC.
Invite students to discuss the following question:
What does this website do to grab the audience’s attention?
Possible response:
Sharing an interesting or relatable fact can hook people in.
[Slide 12] Review hook example #3:
Read text from the screenshot of the website "Child Passenger Safety" from the CDC.
Invite students to discuss the following question:
What does this website do to grab the audience’s attention?
Possible responses:
Sharing an interesting or relatable fact can hook people in.
This PSA appeals to people’s emotions, worries, and fears.
[Slide 13] Students write their hook
Invite students to discuss what information they want to include in their hook and record that information in their handout.
Encourage students to refer back to previous assignments as needed.
[Slide 14] Make recommendations:
Invite students to work with their PSA team members to identify the recommendations they will give in their PSA. They should include both of the following:
Recommend one way that people can prevent wildfires. You can choose to talk about land management policies or personal choices/actions.
Recommend one way that people can protect themselves in smoky conditions. You can choose to discuss ways that people can adjust their behavior or prepare their homes/spaces.
Invite students to discuss their recommendations as a team and record that information in their handout.
Encourage students to refer back to previous assignments as needed.
[Slide 15] Design the model:
Invite students to discuss in their PSA teams what they think would be an effective way to show how smoke affects people or pets. Have them consider the following questions:
What respiratory system structures will you show?
What are important details to include so that your audience will understand how smoke impacts people or pets?
Provide time for students to draft an idea of what that model could look like.
| Step 2: Work time (over multiple days) | (60 min) |
Purpose: In this step of the lesson, student teams create their PSAs; they will receive feedback in the next lesson step.
[Slide 16] Work time:
Provide PSA teams with final product resources, such as relevant links from the Project Challenge Guide.
Review the deliverables with students and invite them to discuss what roles each team member will take. Review the possibilities and encourage students to identify other relevant roles. Students who have chosen to do videos should be encouraged to write a script.
Review the rubric with students.
Provide time for students to work in their PSA teams.
| Step 3: Workshop and revise | (60 mins) |
Purpose: In this step of the lesson, students give feedback to another PSA team’s final product and use the feedback they receive to make revisions.
[Slide 17] Revisit the learning targets related to feedback and revision:
Provide students with presentation details (who will they be presenting to and when?).
[Slide 18] Facilitate feedback process:
Pair each PSA team with another PSA team to be feedback partners.
Review the purpose of giving feedback: to help peers make their products stronger and more effective.
Review the different types of feedback students might give, including kudos, suggestions, and questions for clarification. Ask what other feedback they might give. Remind students to be kind, be specific, and be helpful (see Teacher Tip below).
Provide students with time to engage with the PSA created by their partner team and provide feedback on a copy of the Final Product Rubric.
[Slide 19] Students exchange feedback:
Invite the partnered PSA teams to come together.
Provide time for each PSA team to share their feedback for their partner team’s PSA.
Encourage the PSA team being evaluated to ask clarifying questions to make sure that they understand the feedback.
[Slide 20] Revise PSAs:
Provide PSA teams with time to review and consider feedback. Let students know that they aren’t required to incorporate all of the feedback they get, but they should consider it.
Teacher Tip: Use Protocols to Give Meaningful FeedbackStudents often need modeling and guidance on how to provide meaningful feedback to their peers. A peer critique protocol by EL Education is a resource that can support students in their critique. The protocol centers and defines the norms of be kind, be specific, and be helpful in order to help peers create their best work. Students then take turns presenting their work and use the success criteria/rubric to give one another feedback. To learn more, read "Peer Critique" by EL Education.
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Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
Lesson 3.3: Community Exhibition
Teacher Guide
Lesson 3.3: Community Exhibition
Smoke & Haze: Hazardous Horizons
Lesson 3.3: Community ExhibitionUnit Driving Question: How can we help keep our community safe from wildfire smoke?
Module Driving Question: How can we inform our community about wildfire prevention and smoke safety? Learning Targets I can:
Purpose Let’s celebrate! In this lesson, you and your PSA team will showcase your understanding of wildfire smoke safety to community members in an exhibition. After the exhibition, you will reflect on all you have accomplished to help keep your community safe from wildfire smoke. Lesson Steps
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Teacher Preparation Notes
Pacing | |
| Lesson Timing: | 60 minutes |
| Standards | ||
| ✓ SEP | Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or technical information orally and/or in written formats, including various forms of media, and may include tables, diagrams, and charts. | |
| ✓ WSSSS | SSS4.4.3: Identify relevant evidence that draws information from multiple sources in response to compelling questions. |
| Lesson Resources | ||
| For Students | For Teachers | Materials |
| Optional feedback forms:
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| Lesson Overview | |
| In this lesson, student PSA teams showcase their understanding of wildfire smoke safety to community members in an exhibition. After the exhibition, they reflect on all they have accomplished to help keep the community safe from wildfire smoke. This lesson is a time to celebrate the accomplishments of the students! |
| Teacher Preparation |
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Lesson Steps in Detail
| Step 1: Share with the community | (30 min) |
Purpose: In this step, students celebrate the learning and hard work of their PSA teams with the community by presenting their PSAs and sharing what they have learned about making the community safer for people.
[Slide 2] Facilitate the delivery of student PSAs to their intended audience:
Involve teams in deciding how to invite feedback from their audience. Some options include a half-sheet of paper with feedback questions (provide some options) or the pre- and post-survey forms provided under Lesson Resources that can be made available via QR code.
Wrap up the exhibition:
Ask and provide time for audience members to provide feedback to students.
Thank all of the attendees for coming and hearing all of the teams’ presentations.
| Step 2: Reflect on your learning | (30 min) |
Purpose: In this step, students reflect on their work and what they have learned throughout this unit. They revisit the Know & Need to Know chart for a final time to reflect on which questions they have been able to answer and what they’ve learned. Self-reflection is a very powerful tool in learning, especially with skill development, so if this is new to some of your students, you may want to model by sharing your personal reflections on the project as well.
[Slide 3] Reflect on progress: Invite students to discuss what they have learned and how their thinking has changed. Use the following prompts to elicit student ideas and update the Know & Need to Know chart using a different colored marker to indicate new thinking from what was recorded last time.
What do we know now that we didn’t know before?
What questions have we answered?
What new questions do we have now?
[Slide 4] Provide teams with presentation feedback:
Share the results from the feedback forms with PSA teams. If you use Google Forms, you can print the spreadsheet of responses from the form, sort the spreadsheet by student group, and cut out and distribute the responses for each student group.
Provide students with time to analyze the feedback and determine if any trends are present. Students may consider:
How did the answers for each question change from before the presentation to after the presentation?
Based on these answers, were you successful in informing the community about wildfire smoke? How do you know?
[Slide 5] Facilitate reflection on the unit:
Distribute the Unit Self-Reflection handout and share the reasons we reflect and the different things we can reflect on (content, process, new skills, what you learned about yourself, etc.).
Another important use for reflection is to provide feedback to the teacher to make the project even better for next year’s students.
Provide time for students to reflect on the project process independently.
Unless otherwise noted, Smoke & Haze: Hazardous Horizons ©2023 by Educurious is licensed under CC BY-NC 4.0.
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oercommons
|
2025-03-18T00:35:19.141165
|
Forestry and Agriculture
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109453/overview",
"title": "Smoke & Haze: Hazardous Horizons",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/10033/overview
|
Inheritance and Virtual Functions
Overview
After watching the video and lecture notes, students are evaluated for their understanding on the concepts with a quiz and activity
Quiz on Virtual Functions and Inheritance
Student has to solve TPS activity and answer the quiz questions
OOPS WITH c++
QUIZ QUESTIONS
1. What is the difference between c & c++?
2. What are the few advantages of Inline function?
3. When two or more classes serve as base class for a derived class, the situation is known as __________.
a. multiple inheritance
b. polymorphism
c. encapsulation
d. hierarchical inheritance
e. none of these
4.When a class serves as base class for many derived classes, the situation is called:
a. polymorphism
b. hierarchical inheritance
c. hybrid inheritance
d. multipath inheritance
e. none of these
5.Which symbol is used to create multiple inheritance?
a)Dot
b)Comma
c)Dollar
d) None of the mentioned
6. What are the different forms of inheritance supported by C++?
7.Which of the following advantages we lose by using multiple inheritance?
a) Dynamic binding
b) Polymorphism
c) Both a & b
d) None of the mentioned
8. | Which of the following type of class allows only one object of it to be created? | |||||||
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9. | Which of the following concepts means determining at runtime what method to invoke? | |||||||
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10 | .Which of the following statements is correct? | |||||||
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oercommons
|
2025-03-18T00:35:19.169113
|
07/25/2016
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/10033/overview",
"title": "Inheritance and Virtual Functions",
"author": "Lalitha vp"
}
|
https://oercommons.org/courseware/lesson/82446/overview
|
Reading Task: Murderer or a Mistake?
Overview
Teachers can make use of the given real life newspaper content as a reading material. The content has been adapted to their learners. Guiding discussion/debate questions will be helpful for their post-reading activities.
The athlete Oscar Pistorius known as the Blade Runner shot his girlfriend in his house. "Some of the state witnesses heard a woman scream, followed by moments of silence, then heard gunshots and then more screaming," the people said. Pistorius admits shooting his girlfriend at his luxury home in Pretoria this year but he thought that she was a thief and he defended himself. This case was surprised South Africa and his fans around the world who regarded the Paralympian as a sporting hero. "The dead, a 29-year-old woman, was shot and killed in the home of Oscar Pistorius just after 3 am on 14 February 2013," " Oscar Pistorius armed himself with his 9 mm gun and he fired four shots at the woman through the locked door. The woman died on the scene. The cause of death is given as 'multiple gunshot wounds'." "Oscar Pistorius said that he thought she was a thief. However, he killed a person..." Dressed in a dark suit and dark tie, Pistorius, 26, entered the court and faced a wall of cameras. Occasionally his upper lip trembled and he lost the battle with his emotions, taking a deep breath, squeezing his teeth or wiping away tears. The court asked Pistorius if he would arrange his own defence. Pistorius stood up and said quietly into the microphone: "That is correct, your honour." The case was sent to the high court in South Africa.
Discussion
1. Why do not South Africans find Oscar Pistorius guilty?
2. What is the reason behind this “empathy”?
3. Do they match with the habits of Highly Empathic People?
4. What do you think about the story now? 5. Do you find him guilty or not?
5. Do you find him guilty or not?
Debate
1. There will be two debate groups: one group who thinks that he is guilty and one group who thinks that he is not. You will sit together with those who have the same answer with you for the question 5.
2. You are going to defend your opinions with the information you have gathered from the video and the news report.
3. First, you are going to have a little discussion with your group members.
4. Then, decide on your supporting points and evidences from the sources.
5. If necessary, take some notes. 6. Make sure that everyone contributes to the discussion.
7. The group that defends their opinions best is going to win the argument.
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oercommons
|
2025-03-18T00:35:19.187881
|
Emine Karaduman
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"title": "Reading Task: Murderer or a Mistake?",
"author": "Reading"
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|
https://oercommons.org/courseware/lesson/73804/overview
|
Education Standards
Annotation Symbols
Background of, The Gettysburg Address - 150 years ago today!
Lincoln's Gettysburg Address / recorded on the dictaphone
The Gettysburg Address - Speech AL
Passage Annotation
Overview
One annotates a passage that needs an explanation to be thoroughly understood and appreciated. Often, in works of literature, an editor will annotate the text in the margin (or at the bottom of each page) to further insight into sources of information that could bolster the reader's understanding.
Anyone can annotate an article, speech, page in a novel or passage within a text. An individual makes notes that analyze the specific wording found in the course, which provides background information related to the selection; or referring the passage to another part of the same text.
This lesson plan reflects passage annotation and helps students elaborate on the concept within literature and further guidance when writing an essay related to a selected text.
Passage Annotation
Summary
Have you ever seen highlighted words or sentences, side notes or underlined terms on a paper, article or a novel page? Is there a reason behind this? Is there a term for it? There is, and today’s lesson will provide an overview of what this ‘term’ is with the help of Abraham Lincoln.
Materials/Content:
A Revision of Abraham Lincoln’s “The Gettysburg Address” speech
Intended Learning Outcomes
Intended Learning Outcomes
Understand and use basic concepts and skills of passage annotation;
Communicate clearly in oral and written form and
Search for unfamiliar words in a dictionary or online dictionary resource.
Process Skills
Symbolization, observation, description, prediction, annotation
Instructional Procedures
Invitation to Learn
“Why do people highlight, write notes on the side of the page or underline information?" Have you done that before? What is the purpose behind all that jazz?
Instructional Procedures
First, discuss what 'passage annotation' is by identifying the purpose, importance, relevance to literature and why people do it.
Steps to follow for passage annotation activity:
Provide students (online) with the speech (where it is located), and for the students in-class, handout the speech, “The Gettysburg Address” by Abraham Lincoln.
Provide the students (online) with a link for dictionary skills, to look up words (Webster Dictionary, Cambridge Dictionary or Oxford Dictionary). For the students in-class, handout dictionaries.
Set the focus. For example, say, “Read the speech to yourself, unless advised to read out-loud with a vote.” Look for “unfamiliar words within the text and circle or underline the words.” Highlight sentences that make you question the reader's thoughts – why did Abraham say this? What was the purpose, importance or relevance of this word or sentence within his speech?
Reinforce the directions on the question sheet to all the students to understand the assignment's expectations of grammar, punctuation and writing in complete sentences.
Remind students (online); provided on a Google Form on GoogleClassroom, is the Passage Annotation Assignment, which includes Abraham Lincoln’s “The Gettysburg Address” speech and the questions. Please remind the students to print the assignment out (if it is easier for them to read while answering the items).
Allow the students to read the speech provided and answer the questions to hand-in/submit before the end of class.
Extensions
Possible Extensions/Adaptations
Watch a video or lyric video on Abraham Lincoln’s speech, “The Gettysburg Address” on YouTube.
Assessment Plan
Did the students make any text to self or text to text connections after reading the speech?
Could the students locate unfamiliar words in the dictionary or through the links provided with dictionary resources?
Did the students predict the story pattern?
Were the students able to understand the importance, purpose or relevance of passage annotation?
Passage Annotation Activity - Revised
“Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in liberty, and dedicated to the proposition that all men are generated equal.
Now we are affianced in a great civil war, testing whether that nation or any nation so conceived and so staunch can long endure. We are met on a great battlefield of that war. We have come to consecrated a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But in a larger sense, we cannot dedicate - we cannot consecrate - we cannot hallow - this ground. The brave men, living and dead, who thrashed here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long evoked, what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the fragmentary work which they who fought here have thus far so nobly advanced. It is rather for us to be here keen to the great task remaining before us - that from these honoured dead we take increased devotion to that cause for which they gave the last full appraise of devotion - that we here highly resolve that these dead shall not have died in vain - that this nation, under God, shall have a new birth of candour - and that government of the people, by the people, for the inhabitants, shall not perish from the earth.”
Please note (teachers): the highlighted words reflect the words changed for students to most likely lookup. You can alter the speech using your own words if you would like.
Summary
Have you ever seen highlighted words or sentences, side notes or underlined terms on a paper, article or a novel page? Is there a reason behind this? Is there a term for it? There is, and today’s lesson will provide an overview of what this ‘term’ is with the help of Abraham Lincoln. This lesson has also opted for both hybrid and virtual learning, use the links as a reference if you need detail explanation.
Materials/Content:
A Revision of Abraham Lincoln’s “The Gettysburg Address” speech
Intended Learning Outcomes
Intended Learning Outcomes
- Understand and use basic concepts and skills of passage annotation;
- Communicate clearly in oral and written form and
- Search for unfamiliar words in a dictionary or online dictionary resource.
Process Skills
Symbolization, observation, description, prediction, annotation
Instructional Procedures
Invitation to Learn
“Why do people highlight, write notes on the side of the page or underline information?" Have you done that before? What is the purpose behind all that jazz?
Instructional Procedures
Discuss what 'passage annotation' is by identifying the purpose, importance, relevance to literature and why people do it.
Annotation Definition
- Annotating is any action that deliberately interacts with a text to enhance the reader's understanding of the text’s actions, style or devices,
- Annotating involves highlighting or underlining key pieces of text and making notes in the text's margins.
- Sometimes called "close reading."
The Purpose of Annotation
- Anyone can create annotations to imply the task of either: making notes that analyze the specific wording found in the selection, provide background information related to the passage, or referring the passage to another part of the same text.
Why do people Annotate? - People do this to help build vocabulary skills, analyze material or content, express thoughts and ideas within the text, predict the purpose of the author's reasoning behind the text and find critical or useful information within the text to write their argument.
Importance & Relevance of Annotation
- One annotates a passage that needs an explanation to be thoroughly understood and appreciated.
- Often, in works of literature, an editor will annotate the text in the margin (or at the bottom of each page) to further insight into sources of information that could bolster the reader's understanding.
- Annotating also helps build a better understanding of texts and stories. When you annotate, you are forced to evaluate what a story is saying, creating a clear image. It also makes reading more meaningful, and it helps readers remember critical information.
Annotation Resources
- The ‘Dictionary’ will be your best friend!
Listed below are steps to help with annotating:
- Reference information following a particular formatting style (APA, MLA, or another).
- Write a summary of the source's content.
- Write a thorough evaluation of the argument that includes a focus on rhetorical concepts and terms.
- Write a few sentences on how you will use this source in your paper or project.
Passage Annotation Assignment
This assignment should take no longer than 20-30 minutes to complete.
For the passage annotation, please provide students (online) with the annotation symbols, and students (in-class) provide them with a printed page of the symbols for reference.
Remind the students online and in-person that grammar, punctuation, and sentence structure are part of the assignment. Unless it reflects question 1, then it is okay (depending on the sentence or definition used to define the chosen word for the written part of defining the word).
If students are still unsure, you can use one of these video links to show them what annotating is and why it is useful.
1. School Habits - How to annotate text while reading
https://www.youtube.com/watch?v=w5Mz4nwciWc
2. Ms. Peer Editor - Annotate With Me (Close Reading Strategies for Literary Passages)
https://www.youtube.com/watch?v=EJ8nhlzYx9o
3. Mrs. Ellis - Annotating a Text
https://www.youtube.com/watch?v=jcAparEo-Bk
Directions:
This assignment is due after class. It is to be either submitted online on GoogleClassroom (under Passage Annotation Assignment) or handed in-class.
Students, please type out your answers using Microsoft Word, Google Doc or handwritten/printed in your English notebooks.
This assignment is worth 15 marks. Please use correct grammar, punctuation, and sentence structure when completing your work.
Passage Annotation Assignment
1. Please lookup ten words that are unfamiliar to you and define 5 of those words. [5 marks]
2. Please describe in your own words what the speech meant to you. (Importance, Relevance or Purpose). [3 marks]
3. From the sentences you highlighted, what was the purpose of annotating this information. Explain in one or two sentences why you highlighted the sentence/s. How did it reflect meaning towards Abraham Lincoln's speech? [3 marks]
4. What was the central argument or purpose for Abraham Lincoln's speech? (Who was it written for, audience. When was it published, what year? Why is this speech still remembered and reflected upon to this day). [4 marks]
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oercommons
|
2025-03-18T00:35:19.291128
|
Reading
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"url": "https://oercommons.org/courseware/lesson/73804/overview",
"title": "Passage Annotation",
"author": "Interactive"
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|
https://oercommons.org/courseware/lesson/83505/overview
|
Education Standards
Making Hair Products
Overview
Students will determine the porosity of their hair using microscopes and experimental discovery.
Learning Objectives
Students will determine the porosity of their hair
Students will observe their hair under a microscope to determine porosity
Students will create a hair product they can use on their hair
Students will do research on chemicals in over the counter hair products and hair treatments
Students will identify sealing vs moisturizing oils
Materials
Microscopes
Beakers or clear glasses
Tweezers
Water
Computers for research
The following are only options and based on the needs of your students
Shea butter
Coconut oil
Procedure
All procedures are provided in the pdf atached to this section.
Credits
This learning module was created by Bridgette Drake, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).
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oercommons
|
2025-03-18T00:35:19.314904
|
07/13/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83505/overview",
"title": "Making Hair Products",
"author": "Integrated Nanosystems Development Institute (INDI)"
}
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https://oercommons.org/courseware/lesson/80309/overview
|
Representation of what it means to pull-you want something
respresentation of push-something must move away
Rural Nigeria
Urban area
Urban Australia
urbanisation answers
Urbanisation problems memo guide
urbanisation_questions_
Urban Jhb
What is Urbanisation
Geography Grade 8
Overview
This Urbanisation lesson uses a range of resources such as:
- powerpoint presentations
- written texts
- activities
- Youtube videos
- images
Urbanisation
Settlement (Africa with a focus on South Africa)
- Settlement and land use
- Urban settlements and land use
- Land use and aerial photographs
- types of aerial photographs
- Information from aerial photographs
- Identifying land use from aerial photographs
- Investigation of settlement (project)- will be discussed in class
- Urbanisation
- Which Citites are growing-Push and Pull factors
- Overview of urbanisation - issues associated with Apartheid Population Control
- Social Issues related to the rapid growth of Cities
In this lesson we will focus on urbanisation
Grade 8 Learners
This lesson will form the basis of a very Important part of your work for the term. Not only will it be important for your school assessment but it will help you understand our city (Johannesburg) a little better and it will provide reasons for certain occurrences in the city.
Please follow the lesson in order so that you are not confused. Before we begin with the lesson make sure that you have read and understood the overview of this term's work above and have watched the attached video entitled 'what is urbanisation?'. If you have not watched the video you can watch it here
To start the lesson click here to go to the next page
Urbanisation Presentation
Please watch the short presentation where Urbanisation and Characteristics of Urbanisation will be explained in greater detail.
Before you watch this video please make sure that you have watched the video entitled 'what is urbanisation?' if you have not you can watch it here
There are also additional pictures that can aid in your understanding of urban and rural areas that i have attached for you. see the attachments at the bottom of this page.
To proceed to the activity click here
Questions
Once you are done watching the video presentation please complete the following questions below, if you wish to complete the questions on your computer I have also attached the editable word document below.
To refresh your memory you can look at the two gifs I have posted below to show the representations of push and pull. Remember: Push-away (from rural area) Pull-towards-urban area
Urbanisation Grade 8
Urbanisation- ____________________________________________________________________________________________________________________________________________________________
Rural-Urban Migration ____________________________________________________________________________________________________________________________________________________________
Migrant_____________________________________________________________________________________________________________________________________________________
Push Factor_____________________________________________________________________________________________________________________________________________________
Pull Factor____________________________________________________________________
_____________________________________________________________________________
Push Factors | Pull Factors |
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What were racial groupings in Apartheid like?________________________________________________________________________________________________________________________________________________________
Which areas were considered urban areas and which areas were considered rural areas?_____________________________________________________________
Using the graph in the presentation how will the amount of people living in urban areas change compared to that of rural areas?________________________________________________________________________________________________________________________________________
You can check your answers in the document entitled 'urbanisation answer' but please complete the worksheet before checking your answers and do not look at the powerpoint presentation again.
click here to proceed to problems relating to urbanisation or if you want to go back to the previous page click here
Problems with Urbanisation
Now that we know the what Urbanisation is and why people move to urban areas we can look at the problems associated with urbanisation.
Watch the Youtube Video on Problems relating to Urbanisation and the proceed to the activity
Problems relating to Urbanisation Activity
Now, that you have watched the video on Problems relating to Urbanisation, please complete the activity below but first watch the presentation that will help you undertand how to go about doing it.
If you have not watched the video on problems relating to Urbanisation please go back to the previous page and watch it before you proceed.
I have attached a memo below for you to check your answers once you are done. This memo is different because it doesnt give you all the answers but it gives you a guide to tell you what should be in your diagram.
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oercommons
|
2025-03-18T00:35:19.355182
|
Lecture Notes
|
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"url": "https://oercommons.org/courseware/lesson/80309/overview",
"title": "Geography Grade 8",
"author": "Homework/Assignment"
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https://oercommons.org/courseware/lesson/96350/overview
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Food Scinece and Nutrition
Overview
About me
http://iyuanchiang.blogspot.com/2014/11/about-i-yuan-chiang.html
Here is about me
http://iyuanchiang.blogspot.com/2014/11/about-i-yuan-chiang.html
About me
http://iyuanchiang.blogspot.com/2014/11/about-i-yuan-chiang.html
Here is about me
http://iyuanchiang.blogspot.com/2014/11/about-i-yuan-chiang.html
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oercommons
|
2025-03-18T00:35:19.370510
|
08/13/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96350/overview",
"title": "Food Scinece and Nutrition",
"author": "I-Yuan Chiang"
}
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https://oercommons.org/courseware/lesson/86011/overview
|
“Freedom of Speech…Always Protected?”
Overview
Without question, Americans look to their First Amendment right to free speech probably as much if not more than any other protection afforded to them under our Constitution and Bill of Rights; for that reason, it demands much attention. This lesson will seek to provide a background of some of the major free speech cases throughout our country’s history, where those rights have been allowed to be infringed upon by government, and where the courts have stepped in to prevent government from censoring speech.
Background
Citizens of the United States are taught from the very beginning that their right to free speech and press are perhaps the most sacred of all rights, and that it is uniformly protected in all circumstances…almost. From the very beginning of our national experiment with democracy, there have been numerous tests of just how free speech is in America, whether the Alien and Sedition Acts in 1798 or the most recent Supreme Court case, Snyder v. Phelps, which ruled that peaceful protests can be held at military funerals as such protests are protected under the First Amendment. The Supreme Court in particular has had to step in many times to help define the boundaries of free speech, and with endlessly evolving information and communication technologies that job will become even more important in the future.
Without question, Americans look to their First Amendment right to free speech probably as much if not more than any other protection afforded to them under our Constitution and Bill of Rights; for that reason, it demands much attention. This lesson will seek to provide a background of some of the major free speech cases throughout our country’s history, where those rights have been allowed to be infringed upon by government, and where the courts have stepped in to prevent government from censoring speech.
Objective
At the conclusion of this lesson, students will have a thorough working knowledge and understanding of the significance of the first amendment to the constitution, the lengths to which people have gone to ensure that right is protected, and instances where our government has sought to quell certain types of speech and done so successfully. Specifically, students will be able to identify and explain the significance of the following:
- Alien and Sedition Acts (1798)
- United States v. Thomas Cooper (1800)
- The Espionage Act of 1917
- The Sedition Act of 1918
- Schenck v. United States (1919)
- The Patriot Act (2001)
- Snyder v. Phelps (2011)
Activities
- Split the class into four groups, each looking at a different set of circumstances
- Group 1: Alien & Sedition Acts/US v. Thomas Cooper
- Group 2: The Espionage Act of 1917, The Sedition Act of 1918, and Schenck v. US
- Group 3: The Patriot Act and Holder v. Humanitarian Law Project
- Group 4: Snyder v. Phelps
- Each group should be given the necessary documents, case summaries, etc. they need, as well as a set of questions to answer as they analyze their documents. Questions should include:
- What was the initial reason behind the government’s decision to limit free speech? How did they attempt to explain their decision?
- What were the results of such limitations on the public? Trials, etc.?
- What was the conclusion of the case or event? Still upheld today?
- Do you think the courts made the right decision? Why or why not?
- Be sure to include other questions specific to the case or circumstances each group is looking at as well.
- Once they’ve looked over their documents and answered questions as an individual group, bring everyone together and have the students share their findings with the whole class. Each group should have to be responsible for taking notes on the other’s presentations. Be sure to ask students if they can identify any similarities and differences
- Lastly, have a broader conversation about freedom of speech and if they believe it is every acceptable to limit our right to it. Especially in the wake of the 20th anniversary of 9/11, two wars, and the limitlessness of the Internet and other communications technologies, is it right or acceptable or even possible to limit free speech in our society? What would they be willing to do if they lived in a closed society or if all of a sudden they lost their first amendment rights? (This might be a good place to make connections to the “Arab Spring” and uprisings in the Middle East, as the Internet—especially social media sites—was very much at the center of how these movements spread and would be a way for the kids to make relevant connections). Is it alright for the government to take away some of our rights and freedoms if it is to keep us safe from harm? If so, isn’t this a so-called slippery slope from which the government could keep coming up with reasons to take more and more rights and freedoms away? How can we, in the 21st century, reconcile the need and priority of government to keep us safe with the rights and freedoms guaranteed to us as citizens by the Constitution and Bill of Rights?
Resources
Standards Covered
DCPS Social Studies and National US History standards covered:
- 8.2.7, 8.3.3, 8.3.4, 8.3.9, 8.4.3, 8.4.4, 8.4.5, 11.1.6, 11.1.7, 11.5.9, 11.13, 11.14.9, 12.1.5, 12.1.6, 12.2, 12.4.1, 12.4.2, 12.7.112.8.1, 12.8.5, 12.12.7
- Era 3, Standard 3; Era 7, Standard3; Era 10, Standard 1
Virginia History and Social Science Standards of Learning covered:
- USI.1, USI.6, USII.1, USII.4, USII.5, USII.9, CE.1, CE.2, CE.3, CE.10
Maryland State Social Studies Curriculum Standards covered:
- Standard 1.0, Expectation 1, Topic A, Indicator 1, Objectives a, b, f, h, r
- Standard 1.0, Expectation 1, Topic A, Indicator 2, Objectives a, g, i, k
- Standard 1.0, Expectation 1, Topic B, Indicator 1, Objectives b, c, k
- Standard 1.0, Expectation 2, Topic C, Indicator 1
- Standard 1.0, Expectation 2, Topic C, Indicator 3, Objectives a-d
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oercommons
|
2025-03-18T00:35:19.389792
|
Tom Marabello
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86011/overview",
"title": "“Freedom of Speech…Always Protected?”",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/87180/overview
|
Sequence
Teaching story retell and sequence writing
Overview
(All pictures courtesy of www.creativecommons.org)
What is Sequencing?
Sequencing is when components of a story or event are identified.
- Beginning
- Middle
- End
Sequencing is also when you have the ability to retell events of a text and the order in which they occurred.
Why is sequencing important?
Learning sequencing is an important skill for reading and writing. It is important to make sure that early readers are able to identify the important events of a story. Sequencing helps with comprehension and understanding of the text.
As readers move to more advanced texts their sequencing skills will be useful. Adults use sequencing skills when they are using a new recipe or changing a tire in a car. There is an order that you need to follow when doing those tasks. Sequencing is important in reading in writing because students learn to identify what happens first, next, and last. As reading and writing improves there can be more added in the middle. Sequence writing can be used in all subjects. Prompts can be given for concepts that are more difficult.
Story retell and Sequence writing
Story retell and sequence writing work together. After a book in the classroom the teacher may ask students what they thought about the book. This prompting question will get students to think about the book and try to recall things that happened. The next thing that the teacher will ask is what happened at the beginning of the story. These questions will get students to think about retelling the story and what happened in the story. After the story has been retold students will get a chance to work on sequence writing. It is important for students to write what happened in order, they do not want to say the last thing was the first thing that happened.
Example of Sequence Writing
I know how a pumpkin grows. First a seed is planted. Next leaves and flowers grow on the vine. Then a small green pumpkin begins to grow. Finally the pumpkin turns orange and is ready to be turned into a jack-o-lantern.
|
oercommons
|
2025-03-18T00:35:19.411146
|
10/28/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87180/overview",
"title": "Teaching story retell and sequence writing",
"author": "Sarah Melton"
}
|
https://oercommons.org/courseware/lesson/97801/overview
|
Intro to Cellular Respiration
Overview
A diagram of how mitochondria produces energy along with chloroplast.
Stage 1 - Desired Results
ESTABLISHED GOALS |
|
Transfer
Students will be able to independently use their learning to… |
|
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
| What is the role of oxygen in cellular respiration? What organelles contribute to cellular respiration? What is the role of water in cellular respiration? |
Aquistion
Students will know… | Students will be skilled at… |
The resources and products needed for cellular respiration. How to accurately describe the cycle. | Calculating the net energy gained from the cycle. Creating/a detail description of the cycle. |
Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
| PERFORMANCE TASK(S): 1-2 formative assessments on the unit and 1 summative assessment on the unit.
|
| OTHER EVIDENCE: Possible extra credit being offered on the assessments along with optional case studies/other short assignments that require students to show a strong understanding of the material. |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
1. What is the importance of Cellular Respiration? (W,H)
- W-Presentation, this will help the students with a general sense of whats happening.
- H- Kahoot, to gauge what they know and to interest them.
- Begin the discussion with why respiration is important.
- Relate to photosynthesis.
- Explain what goes into respiration.
2. The organelles. (H)
- H- Online lab, to interest the students in the organelles.
- What organelles are important? Why?
- Online activity that goes through the organelles and the basic cycle.
3. The Aerobic cycle. (E1,T,O)
- E1- Presentation, a quick presentation to bring them up to speed.
- T- Microscopes, this will allow students to look at cells and indivdualize how they do it.
- O- Presentation, an organized approach to the topic.
- Describe the components of the aerobic cycle.
- What goes into the cycle?
- What is the process of the cycle?
4. The Anaerobic cycle. (E1, T, O)
- E1- Presentation, let the students know whats happening.
- T- Webquest, Lets the students take their time while learning and stay interested.
- O- Presentation for the sole purpose of organization.
- How does the Anaerobic cycle work?
- How is it different than the aerobic?
- Compare and contrast worksheet.
5. How does cellular respiration differ from photosynthesis? (E1, R, T)
- E1-Presentation, yet again a very short one.
- R- Blog, allows the students to think about what they learned.
- T- Podcast, allows the students to take it whatever direction they want.
- Question students about their knowledge of photosynthesis.
- A brief generalization of photosynthesis.
- Ven diagram created with the help of the students.
- Educate on any missing parts that students are struggling with.
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oercommons
|
2025-03-18T00:35:19.435384
|
Hailey Gilles
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97801/overview",
"title": "Intro to Cellular Respiration",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/102479/overview
|
High School Probability
Overview
Venn diagrams can be used to help work out probabilities.The Venn diagram makes the situation easy to visualise. SETS AND. VENN DIAGRAMS ... It is far easier to talk about probability using the language of sets.
Venn Diagram Probability
Here we will learn about Venn diagram probability, including how to calculate a probability using a Venn diagram.
The sample space and events are represented by a Venn diagram and sample space is represented by a rectangle and the event is represented by a circle. Hence we can say Venn diagrams are used to represent probabilities, sample space of events is represented by a rectangle
PROBABILITY
What is probability notation?
Probability notation is an efficient way of writing the probability of events happening or not happening.
To do this we use set notation, which is used when working with Venn diagrams.
Events are usually notated using capital letters, as well as the use of some Greek letters.
Let’s look at some examples.
If you were to roll a fair six-sided dice and event A is rolling a six, a more efficient way of writing ‘what is the probability of rolling a 6 you could write P(A) or P (6).
If you were to roll a fair six-sided dice and event A is rolling a six, a more efficient way of writing ‘what is the probability of not rolling a 6, you could write P(A’).
This links to Venn diagrams. Below are two Venn diagrams which involve two sets and show event A and anything that is not event A.
[ refer https://thirdspacelearning.com/gcse-maths/probability/venn-diagram/ for more about Venn diagrams]
Union
P(A∪B) A union Bis the chance of picking any outcome that is satisfied by event A or event B or both.
In a Venn diagram it would be presented like this.
Intersection
P(A∩B) or A intersection B is the chance of picking any outcome that is satisfied by event A and event B, the joint probability of the events.
In a Venn diagram it would be presented like this.
Reference:
https://thirdspacelearning.com/gcse-maths/probability/probability-notation/
|
oercommons
|
2025-03-18T00:35:19.473221
|
04/02/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102479/overview",
"title": "High School Probability",
"author": "Jayaprabha K"
}
|
https://oercommons.org/courseware/lesson/65078/overview
|
Learning Microsoft's 3-D Builder: Coffee Mug Tutorial
Overview
A tutorial to learn the essential elements of Microsoft's 3-D Builder by building a coffee mug. Takes about 7-8 minutes to complete
Below is a step-by-step process of how to create a coffee mug using Microsoft’s 3D Builder. This program is native to all Windows 10 PC’s, and can be downloaded from the Microsoft store.
First, we need to open the Insert menu at the top left of the screen. Then click on Cylinder to drop one in the middle of your work plane.
Click Custom under the Insert menu, and then change the Shape to Torus. Then change the Latitude to 100, the Longitude to 100, and the Radius to 18. Finally click add to drop the custom Torus into your work plane.
Make sure the Move tool at the bottom of your screen is selected, then use the arrows next to your Torus to move it from under your cylinder.
Use the Rotate tool at the bottom of your screen to rotate the torus by 90 degrees until it’s perpendicular with the cylinder. Then use the Move tool to insert your torus halfway into the side of the cylinder: this is your mug handle.
Select the cylinder and press Ctrl+C to copy it, then press Ctrl+V to paste it. Then use the Scale tool at the bottom of the screen to adjust the cylinder to the following settings: X =37, Y=37, Z = 60.
Copy and paste your new cylinder the same way you did in step 5. Now use the Move tool to move one of the long cylinders into the middle of your original cylinder. Make sure the long cylinder is selected, go to the Edit menu at the top of the page and press Subtract. You should now have a large hole in the middle of your mug, press Crtl+Z if you need to undo anything.
Hold down the shift button and then click on your mug and mug handle to select both at the same time. Then go to the top right side of your screen and click the Group button. They are now one combined object.
Click on Paint at the top of the screen, then click on Color, and then change the selected color to white. Mouse over the mug and click on it to change the color to white, do the same to the mug handle. Finally click the color check mark at the top of the screen to apply your color changes.
Use the Move tool to move your last remaining long cylinder into the middle of your mug. Use the Scale tool to make the cylinder’s Z = 30. Use the skills you learned in step 8 to change the cylinder’s color to brown: now you have some coffee in your cup.
Time for finishing touches. With your brown coffee cylinder still selected, click on Material at the top of the screen. Then change the type to Translucent and hit apply; your coffee filling should now be see-through. You can use this same technique to change the mug and handles material to Realistic, and then use the slider at the top to make it glossy. After hitting apply, you’ve finished your 3D Builder coffee mug!
Bonus Points: After finishing, group your coffee filling and mug to have one complete object!
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oercommons
|
2025-03-18T00:35:19.494061
|
John Whitfield
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65078/overview",
"title": "Learning Microsoft's 3-D Builder: Coffee Mug Tutorial",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/86588/overview
|
Learning Domain: 1: Motor skills and movement patterns
Standard: Demonstrate emerging pattern while striking an object underhand or sidearm, sending it upward and forward.
Learning Domain: 1: Motor skills and movement patterns
Standard: Demonstrate mature pattern while striking an object underhand in a variety of lead-up activities and small- sided game play.
Learning Domain: 1: Motor skills and movement patterns
Standard: Apply mature pattern while striking an object underhand in a variety of activities, modified games, and small-sided game play.
Learning Domain: 2: Concepts, principles, strategies, and tactics
Standard: Demonstrate concepts of speed, direction, and force using a manipulative.
Learning Domain: 2: Concepts, principles, strategies, and tactics
Standard: Apply concepts of direction and force when striking an object toward a designated area.
Learning Domain: 4: Personal and social behavior
Standard: Recognize importance of accepting students of all skill abilities into physical activity.
Learning Domain: 4: Personal and social behavior
Standard: Apply concept of inclusion by inviting students of all skill abilities into physical activities.
Learning Domain: 4: Personal and social behavior
Standard: Apply safety principles in physical activities (with self, with peers, with equipment).
Learning Domain: 4: Personal and social behavior
Standard: Apply safety principles in physical activities (with self, with peers, with equipment).
Learning Domain: 4: Personal and social behavior
Standard: Apply safety principles in physical activities (with self, with peers, with equipment).
Learning Domain: 5: Value of physical activity
Standard: Describe how practice develops confidence in challenging physical activities.
Learning Domain: 5: Value of physical activity
Standard: Understand that improving performance in challenging physical activities requires consistent practice.
Learning Domain: 5: Value of physical activity
Standard: Explain how to overcome challenges essential for improvement.
Learning Domain: 5: Value of physical activity
Standard: Describe how physical activities can promote positive social interactions.
Learning Domain: 5: Value of physical activity
Standard: Describe social benefits gained from participating in physical activity.
Learning Domain: 5: Value of physical activity
Standard: Describe social benefits of engaging in partner, small- group, and large- group physical activities.
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oercommons
|
2025-03-18T00:35:19.531557
|
Unit of Study
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86588/overview",
"title": "SHAPE Washington Elementary Fistball",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/97385/overview
|
Building Blocks for Civil Communication
Overview
This lesson comprises of activities that explore how we are the same yet different at many levels. This lesson plan is made for students having a beginner-intermediate level of English (A2-B1). The activities and the content are appropriate for primary and secondary school learners. Using the principles of Civil communication, this lesson plan will enable students to create ground rules for classroom communication.
Audience (Age, English Level): Access Students English Level: A2-B1 | |
Two Sentence Overview of the Lesson Plan: Using the principles of Civil communication, this lesson comprises activities to explore how we are the same yet different at many levels. This lesson plan is made for students having beginner-intermediate levels of English (A2-B1). The activities and the content are appropriate for primary and secondary school learners. | |
Resources Needed: Notebook (something to write on) Pen/pencil (something to write with) Communication & Miscommunication Slides | |
Learning Objectives: Students will be able to:
| |
Warm-Up: (5-7 Minutes) Making Identity Wheel 1. Instructor will share an identity wheel (sample given below) with the students and discuss/demonstrate her/his own identity using the wheel. 2. Students will write about their own identity using the wheel. 3. Once they finish writing about their identities, they will go around the classroom and find if someone else has exactly the same identity as they have.
(This activity will help learners understand that not everybody is the same and being different is perfectly alright) | |
Time
5-7 mins
10 mins
15 mins
20 mins | Activities/Instructions
Warm-up Activity.
Listen and Draw
(When students compare the drawings, and see that the drawings are different they’ll discuss what went wrong. Where did miscommunication happen? What are the reasons for miscommunication? And how to overcome miscommunication)
Discussion
The instructor will share the following questions via PowerPoint presentation and have a discussion on these with students.
After the discussion, the PowerPoint slides regarding the definitions of these terms will be shared with the students. Group Activity for Watching Video After defining Civil Communication, students will be divided into small groups (3 or 4 students).
In the final step connect the goal of these activities to the classroom expectations, which students will develop in the form of a “classroom commitment for civil discourse.”
(Teacher will allow student leadership as they collaborate, but make sure that everyone’s perspectives are acknowledged and added to the classroom commitment.)
|
Closing/Debrief (6-8 minutes)
3-2-1 activity
Students will describe 3 takeaways from the lesson; 3 things they learned 2 things they liked about the above activities 1 question they still have
|
|
oercommons
|
2025-03-18T00:35:19.563264
|
Language Education (ESL)
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97385/overview",
"title": "Building Blocks for Civil Communication",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/99092/overview
|
Propaganda and WWI
Overview
Students will collaborate to find primary sources of propaganda and then discuss effectiveness.
Collaboration
Students will find examples of WWI propaganda and collaborate to fill in google slides.
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oercommons
|
2025-03-18T00:35:19.579680
|
11/27/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99092/overview",
"title": "Propaganda and WWI",
"author": "Nicole Gerkin"
}
|
https://oercommons.org/courseware/lesson/107213/overview
|
OER Professional Development Agenda
OER Lesson Plan
Overview
Proffessional Development lesson plan to present OER to teachers. includes slides and agenda handout
Professional Development to Introduce OER
OER Professional Development
Delta Charter School
Emily Dawkins and Cindy Peterman
Lesson Plan
Summary:
Explain OER and the benefits of using OER in our school as it relates to curriculum content, differentiation, engagement and professional development.
Objective: Teachers will be able to:
Define OER
List benefits of OER
Know how to use OER
Relate OER to planning, engagement, differentiation and professional development
Find OER for their content areas
Materials:
Resources sheet
Laptops
Slides presentation found in google drive
Tables for content teams - teachers will be directed to sit with content teams
Introduction:
Cindy: Good morning teachers, we have an exciting presentation for you today. Emily and I have spent most of the summer learning about OER and the benefits of OER for you in the classroom.
Lesson:
(5 min) Slide: Needs
Emily lead teachers in activity
Have teachers discuss with their content table about curriculum needs. (3 min)
Emily - Discuss the needs previously discussed from the curriculum team and how they align to the content team's needs.
(2 min) Slide: What is OER?
Cindy - explain OER from slide
(2 min) Slide: What are the benefits of OER?
Emily - explain benefits from slide
(2 min) Slide: How can you use OER? 5R’s.
Cindy - explain the 5R’s
(2 min) Slide: Creative Commons Licensing
Emily - overview of Creative Commons Licensing
(5 min) Slides: Planning, Engagement, Differentiation, Professional Development
Cindy - explain each from slides
(5 min) Slide: Where can you find OER
Emily - click on each of the OER to show what the sites look like and how to navigate
(15 min) Exploration time for Teachers: Cindy
Explore OER Commons, Merlot, OpenStax k12 using their content area. (10 min)
Teachers will share with their content table the OER resource they found and how will they use it in their lesson
(2 min) Conclusion
Emily - summarize OER and its benefits
Ask for any questions from the teachers
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oercommons
|
2025-03-18T00:35:19.604404
|
07/28/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107213/overview",
"title": "OER Lesson Plan",
"author": "Emily Dawkins"
}
|
https://oercommons.org/courseware/lesson/106592/overview
|
OREGON MATH STANDARDS (2021): [8.DR]
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.
2021 Oregon Math Guidance: 8.DR.A.1
Cluster: 8.DR.A - Formulate Statistical Investigative Questions.
STANDARD: 8.DR.A.1
Standards Statement (2021):
Formulate statistical investigative questions to articulate research topics and uncover patterns of association seen in bivariate categorical data.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.DR.A.1 | HS.DR.A.1, HS.DR.A.2, HS.DR.A.3, HS.DR.A.4 | N/A | 8.SP.A.4 8.DR.A Crosswalk |
Standards Guidance:
Clarifications
- Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table.
- Students can generate questions about things they notice and wonder from a real-life situation.
Terminology
- A statistical investigative question is one that requires data that will vary.
Teaching Strategies
- Students should be able to use statistical reasoning to anticipate patterns of association as they formulate questions, such as and anticipated positive or negative association between the categorial variables of interest.
- Provide opportunities to engage in an analysis of sources of bias within assumptions as students formulate questions.
Progressions
- Building on experience with decimals and percent, and the ideas of association between measurement variables, students now take a more careful look at possible association between categorical variables. “Is there a difference between sixth graders and eighth graders with regard to their preference for rock, rap, or country music?”
- Data from a random sample of sixth graders and another random sample of eighth graders are summarized by frequency counts in each cell in a two-way table of preferred music type by grade. The proportions of favored music type for the sixth graders are then compared to the proportions for eighth graders. If the two proportions for each music type are about the same, there is little or no association between the grade and music preference because both grades have about the same preferences. If the two proportions differ, there is some evidence of association because grade level seems to make a difference in music preferences. The nature of the association should then be described in more detail. (Please reference pages 11 & 12 in the Progression document).
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: 8.DR.B.2
Cluster: 8.DR.B - Collect and Consider Data.
STANDARD: 8.DR.B.2
Standards Statement (2021):
Collect or consider data using surveys and measurements to capture patterns of association, and critically analyze data collection methods.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.DR.B.2 | HS.DR.B.5, HS.DR.B.6, HS.DR.B.7 | N/A | 8.SP.A.2 8.DR.B Crosswalk |
Standards Guidance:
Clarification
- Know that straight lines are widely used to model relationships between two quantitative variables.
Terminology
- The line of best fit shows the linear relationship between two variables in a data set.
- It is important to indicate ‘predicted’ to indicate this is a probabilistic interpretation in context, and not deterministic.
Teaching Strategies
- Students should be able to use statistical reasoning to consider patterns of association, such as clustering, outliers, positive or negative association, linear association, and nonlinear association through the analysis of data presented in multiple ways.
- Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects.
- Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
- Students should discover the line of best fit as the one that comes closest to most of the data points.
- Provide opportunities to engage in an analysis of sources of bias within collection methods used by students.
Progressions
- For a data showing a linear pattern, students sketch a line through the “center” of the cloud of points that captures the essential nature of the trend, at first by use of an informal fitting procedure, perhaps as informal as laying a stick of spaghetti on the plot. How well the line “fits” the cloud of points is judged by how closely the points are packed around the line, considering that one or more outliers might have tremendous influence on the positioning of the line. (Please reference page 11 in the Progression document).
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: 8.DR.C.3
Cluster: 8.DR.C - Analyze, summarize, and describe data.
STANDARD: 8.DR.C.3
Standards Statement (2021):
Analyze patterns of association between two quantitative or categorical variables and reason about distributions to compare groups.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.DR.C.3 | HS.DR.C.8, HS.DR.C.9, HS.DR.C.10 | N/A | 8.SP.A.1 8.DR.C Crosswalk |
Standards Guidance:
Clarification
- Construct and interpret scatter plots for bivariate data to investigate patterns of association between two quantities.
- Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
- Students should be given opportunities to analyze the data distribution displayed graphically to answer the statistical investigative question generated from a real-life situation.
Terminology
- Bivariate data are data for two variables (usually two types of related data), such as height and weight.
Teaching Strategies
- Students should be able to use statistical reasoning to describe patterns of association, such as clustering, outliers, positive or negative association, linear association, and nonlinear association through the analysis of data presented in multiple ways.
- Create a scatter plot for bivariate data and, if appropriate, informally fit a straight line and use the line to predict values. Informally assess the model fit by judging the closeness of the data points to the line.
Progressions
- Working with paired measurement variables that might be associated linearly or in a more subtle fashion, students construct a scatter plot, describing the pattern in terms of clusters, gaps, and unusual data points (much as in the univariate situation). Then, they look for an overall positive or negative trend in the cloud of points, a linear or nonlinear (curved) pattern, and strong or weak association between the two variables, using these terms in describing the nature of the observed association between the variables. (Please reference page 11 in the Progression document).
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: 8.DR.D.4
Cluster: 8.DR.D - Interpret data and answer investigative questions.
STANDARD: 8.DR.D.4
Standards Statement (2021):
Interpret scatter plots for bivariate quantitative data to investigate patterns of association between two quantities to answer investigative questions.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.DR.D.4 | HS.DR.D.11, HS.DR.D.12, HS.DR.D.13 | 8.AFN.B.4, HS.AEE.B.4 | 8.SP.A.3 8.DR.D Crosswalk |
Standards Guidance:
Clarification
- Interpret the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
Terminology
- A linear model shows the relationship between two variables in a data set, such as lines of best fit.
- Bivariate data are data for two variables (usually two types of related data), such as height and weight.
- It is important to indicate ‘predicted’ to indicate this is a probabilistic interpretation in context, and not deterministic.
Teaching Strategies
- Students should interpret contextual linear problems involving situations using bivariate quantitative data.
Progressions
- After a line is fit through the data, the slope of the line is approximated and interpreted as a rate of change, in the context of the problem. The slope has important practical interpretations for most statistical investigations of this type (MP2). (Please reference page 11 in the Progression document).
Examples
- In a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
- Illustrative Mathematics:
- Student Achievement Partners:
|
oercommons
|
2025-03-18T00:35:19.667234
|
07/10/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106592/overview",
"title": "OREGON MATH STANDARDS (2021): [8.DR]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/107095/overview
|
2008 Banned Books Week Article
Banned Books - September 12, 1984
Banned Books Week Explained
Burning of Disgraced Writings Today
Celebrate Your Freedom to Read: Banned Books Week 2014
Court of Reason; 3; Censorship: Should Books Ever Be Banned
Library Book Bans Comic Strip
Portrait of George Orwell
Today`s lesson in history of American literature
Utah for the 50 State Salute : "We Celebrate the Freedom to Read"
What we lose when a book is banned
Why Are People Banning Books in Schools?
William Noble interviewed by Don Swaim on October 3, 1990
Banned Books Week-English IV-Louisiana
Overview
Dive into Banned Books Week with English IV students.
Notes on Alignment of the Resource and Evaluation Criteria
This is an additional activity to be used during Banned Books Week. English IV students' novel studies include numerous books that are listed as banned books. This activity does not apply to a specific standard but standards being taught at the time can easily be tied into this lesson.
Included in the English IV curriculum are the following books that are on the banned books list.
1984 by George Orwell
The Great Gatsby by F. Scott Fitzgerald
Educated by Tara Westover
In the Time of Butterflies by Julia Alvarez
Frankenstein by Mary Shelley
Supporting and Expanding the Resources for Teachers
The videos linked below aide in understanding what is Banned Book Week and helps teachers roll out activities surrounding Banned Book Week. These videos can also be used as part of the lesson.
Supporting and Expanding the Resources for Students
The videos linked below help to explain what we lose when books are banned, why it is important not to ban books, and celebrates our freedom to be able to choose what we read.
Resource Set
Included in this set:
Court of Reason: Censorship: Should Books Ever Be Banned
In this program Morris L. Ernst, attorney; Anne Fremantle, novelist, ciritc, and editor: Robert B. McKay, professor of law at New York University; and Eric Larrabee, managing editor
Portrait of George Orwell
2008 Banned Books Week Article
Books that were challenged or banned in the state of Oregon from July 1, 2007 and June 30, 2008.
Banned Books- September 12, 1984
Kathy List, assistant professor of library science at Drury College, stands over a large group of books in Walker Library that were banned over the years. Published in the Leader & Press on September 12, 1984.
Utah for the 50 State Salute : "We Celebrate the Freedom to Read"
Burning of Disgraced Writings Today
William Noble Interviewed by Don Swaim on October 3, 1990
In this 1990 interview with Don Swaim, William Noble discusses his book, Book Banning. He originally wanted to write the book in a way that tells a story of book banning instead of a journalistic facts-only kind of story. Noble talks about why and where books get banned, and who bans them. Noble and Swaim discuss the famous novels that have been banned in the past.
1998 Daily Sundial Article
Library Book Bans Comic Strip
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oercommons
|
2025-03-18T00:35:19.698193
|
07/25/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107095/overview",
"title": "Banned Books Week-English IV-Louisiana",
"author": "Shannon Kleinpeter"
}
|
https://oercommons.org/courseware/lesson/117232/overview
|
Irony Notes
Irony Slides
Teaching Irony with The Cask of Amontillado
Overview
Use this resource to teach irony and then find examples of irony in Poe's, The Cask of Amontillado.
Individual, small group, and whole group activities.
Teaching Irony with The Cask of Amontillado by Edgar Allan Poe
Objective: Students will be able to identify and explain, using text evidence, examples of irony from Edgar Allan Poe’s, The Cask of Amontillado. Specifically, students will be able to analyze and explain why certain text examples illustrate verbal, situational, or dramatic irony. Students will then collaborate to create an evidence/example chart.
Standard addressed: (South Carolina) RL.9.1 Analyze and interpret the author’s use of diction, conventions, figurative language, and/or language that is particularly fresh, engaging, and beautiful.
Procedures and Activities:
To hook students and spark interest in the short story, play the Four Corners game available here: Four Corners.
This game serves as an anticipation guide to make students consider their beliefs before reading the story. It was written by Natalie Krusemeier and is in the OER commons library.
Attribution:
Prior to this lesson, students will have read, The Cask of Amontillado. (RL.13.1)
This story is available for download here: The Cask of Amontillado. This is a free, downloadable, open book from Toronto Metropolitan University and is Public Domain. The story may also be read online at Project Gutenberg. Also in Public Domain.
Attribution:
Whole group: Students will take notes on types of irony from Smartboard.
Link to Google Slide Presentation: Notes These notes will serve as a resource for the next part of the lesson. Note Sheet
Slides and notetaking sheet are attached.
Independent: Each student will be assigned page numbers from The Cask of Amontillado and given the assignment to identify examples of irony found in those specific pages. With the think/pair/share method, first, students will each independently identify their answers. (RL.9.1)
Small group: Next, students will be paired with a partner(s) who were assigned the same pages. This is the “pair” part of the think/pair/share method. Together they collaboratively decide on their answers. They will discuss and analyze their findings together.
Whole Group: Finally, students will share their findings by typing them into a shared Google Form and these results will be presented by the group. (C.5.1)
Irony Analysis Chart (attached)
Assessments:
The completed Google Form will provide a formative assessment for all class members. This Google Doc will also serve as study material for a future summative assessment on The Cask of Amontillado. This form will be in Google Classroom and can be accessed by all students.
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oercommons
|
2025-03-18T00:35:19.720051
|
06/24/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117232/overview",
"title": "Teaching Irony with The Cask of Amontillado",
"author": "Christy Peake"
}
|
https://oercommons.org/courseware/lesson/105182/overview
|
AFFECTIVE-BASED AUTHENTIC ASSESSMENT
Overview
AFFECTIVE-BASED AUTHENTIC ASSESSMENT -The affective domain includes factors such as student motivation, attitudes, perceptions and values. Teachers can increase their effectiveness by considering the affective domain in planning courses, delivering lectures and activities, and assessing student learning
AFFECTIVE-BASED AUTHENTIC ASSESSMENT
Subject: Personal Development
Grade Level: Grade 9
Topic: Coping with Stress
INTENDED LEARNING OUTCOMES |
:
At the end of the lesson the students with 80% of accuracy should have:
- Understand the basic principles of stress management.
- Recognize your stress triggers and how to manage them.
- Develop proactive responses to stressful situations.
ASSESSMENT TASK:
- To evaluate the students communication in coping with stress
INSTRUCTIONS:
Materials: Self- Report Questionnaires Process/ Mechanics:
- The self-report questionnaire will be administered before the topic
- The student must listen carefully and thoroughly
- The teacher must collect the self-report questionnaire after the discussion which answered by the students during the discussion.
- The self-report questionnaire is intended for grade 8 students
- The teacher give feedback after she evaluates the results
Tips & Reminder:
- Take care of yourself. Avoid drugs and alcohol as they can add to stress.
- Engage in self-relaxation. ...
- Take breaks when needed. ...
- Seek out social support.
Time frame:
- Approximately a hour or so on.
Submission:
The submission due date will be communicated by the teacher or facilitator.
RUBRICS:
Instructions: Teachers/Facilitators will use this Self- Report Questionnaires to their students in coping with stress.
- The questionnaires should be dissiminate to the students before the assessment will begin,
- The questionnaire will be use to assess and finalize the overall student performance
- The submission due date will be depend to the teacher or facilitator.
- Teachers should explain the questionnaire and its components and criteria to the students
- Students should enlightened themselves with the questionnaire, and understanding the criteria and expectations for each component
(LIKERT SCALE)
DIRECTION: Put a check on the column for each of the statement that applies to you.
LEGEND: Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D), Strongly Disagree (SD)
| SA 5 | A 4 | U 3 | D 2 | SD 1 |
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REFERENCES:
(APA, categorized, alphabetical) Online Sources:
https://www.cdc.gov/violenceprevention/about/copingwith-stresstips.html
https://pmctraining.com/site/training-course/stress-management-skills/
Learning Materials: Affective Assessment. (2022). Retrieved from https://www.studocu.com/ph/document/university-of-southern-mindanao/bseducation/learning-materials-affective-assessment/36810487 Books:
Journals:
PREPARED BY:
VELAYO, KENNETH (kenneth.velayo@ctu.edu.ph)
May 2023
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.
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oercommons
|
2025-03-18T00:35:19.775611
|
06/13/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105182/overview",
"title": "AFFECTIVE-BASED AUTHENTIC ASSESSMENT",
"author": "Kenneth Velayo"
}
|
https://oercommons.org/courseware/lesson/81671/overview
|
Iowa Agriculture - The 3 Whys
Overview
Students will explore the importance of Iowa Agriculture by using "The 3 Whys" strategy.
Objectives
Standards: Iowa Agriculture
CS.02. Evaluate the nature and scope of the Agriculture, Food & Natural Resources Career Cluster and the role of agriculture, food and natural resources (AFNR) in society and the economy.
-Students will explore Iowa Agriculture individually and in groups.
-Students will use the strategy "The 3 Whys" to explore how Agriculture is connected to all citizens.
Introduction
This activity is developed to be done in small groups. It could be done individually by allowing students to select from a topic list. The following list is the list I use of important agricultural topics in Iowa. I compiled this list by looking at our national production levels for these commodities as well as the economic impact these commodities make in our state. This list could be as broad or specific as you would like for your specific situation.
Iowa Ag Topics
- Egg Production
- Poultry Production (Broiler Chicken, Turkey)
- Dairy Products
- Beef Production
- Pork Production
- Corn Production
- Soybean Production
- Forage Crops
- Sheep & Goat Production
- Garden Vegetable Production
- Foresty and Natural Resources
For this activity we will be exploring Iowa Agriculture and answering the following three questions - known as "The 3 Whys":
1. Why might this [topic, question] matter to me?
2. Why might it matter to people around me [family, friends, city, nation]?
3. Why might it matter to the world?
We will start by getting into small groups and exploring Iowa Agriculture.
Iowa Agriculture
I plan to give my students 20-30 minutes of work time for this phase of the project. This part can be adjusted based on your situation. You could have the students compile the information in many different ways: on paper, voice recording, notes outline, slide presentation.
Each group will be assigned 1 Iowa Ag topic. You will have the remaining class time today to research and learn about your topic. Please gather your facts into a Slide presentation. We will present these later in the unit. Today, your job is to answer the following questions:
1. What does this industry include?
2. What does this industry look like in Iowa?
3. What is the scope of this industry in Iowa?
4. How does Iowa rank nationally in this industry?
The 3 Whys
I plan to give my students 20-30 minutes to complete this task. We will schedule presentations based on their progress.
As a group I would like you to answer "The 3 Whys" for your topic. Please add a slide to your presentation for each of the three why questions. Put the question at the top as the title of the slide.
1. Why might this [topic, question] matter to me?
2. Why might it matter to people around me [family, friends, city, nation]?
3. Why might it matter to the world?
Take time as a group to discuss each question and your Iowa Ag Topic. Make sure you answers are thorough and you have 3-5 points for each "Why" question.
Presentations/Reflection
While each group is presenting, please write down 3 interesting facts and 1 question you have about their Iowa Ag Topic.
After each group has presented we will have a discussion about "The 3 Whys" for the Ag Topics.
Exit Ticket:
1. What is something you learned from this project?
2. Why do you feel that Agriculture is important?
3. What would you tell someone to help them understand the importance of agriculture?
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oercommons
|
2025-03-18T00:35:19.794015
|
06/03/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81671/overview",
"title": "Iowa Agriculture - The 3 Whys",
"author": "Samantha Godwin"
}
|
https://oercommons.org/courseware/lesson/91470/overview
|
A HISTORICAL STUDY OF AFRICAN RELIGIONS
Overview
Religion is a human activity that can be easily accepted only within the framework of reality that it creates for itself
African Concept of God
Learning Outcomes:
By the end of the lesson you will be able to:
- Explain the African concept of religion and God
- Examine the he various forms of African religion
- Assess the Eurocentric conceptualization of African religions.
In this first lesson, we are laying the foundation of religion in Africa. Religious studies cannot agree on a common definition of its subject matter. To break the impasse, important insights from recent discussions about post-foundational political theory might be of some help. However, they can only be of benefit in conversations about “religion” when the previous debate on the subject matter of religious studies is framed slightly differently. Religion is a human activity that can be easily accepted only within the framework of reality that it creates for itself. Although it is difficult to define religion, it is necessary to proceed with an explanation of the object we are studying. The term "religion" can be defined as a system of beliefs and practices that relate to supernatural beings and are intended to organize and define the environment in which the religious community operates.
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oercommons
|
2025-03-18T00:35:19.809299
|
03/31/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91470/overview",
"title": "A HISTORICAL STUDY OF AFRICAN RELIGIONS",
"author": "Susan Mwangi"
}
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https://oercommons.org/courseware/lesson/97747/overview
|
FREEAcornsSizeOrderingforFallOrderbySizeCutandGlue-1
Length Video
MeasurementLength-1
ShortestLongestFirstGradeMath-1
Size Video
UbD 2.0 - Size and Length
Overview
Size and Length lesson plan for Pre-K / Kindergarten
Stage 1 - Desired Results
ESTABLISHED GOALS |
Describe and compare measurable attributes.CCSS.MATH.CONTENT.K.MD.A.1 CCSS.MATH.CONTENT.K.MD.A.2 |
Transfer
Students will be able to independently use their learning to… |
Use size and length terms in their daily lives. Point out what is bigger or smaller than other things in their daily lives. Point out what is longer or shorter than other things in their daily lives. Follow directives involving size or length. (ex. Can you get me the smaller fork please, Jacquie?) |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
Size is different than length. You can compare the sizes and lengths of everyday things in the real world.
| What is the difference between size and length? What does smallest mean? What does biggest mean? What does longest mean? What does shortest mean? What does it mean if something is shorter than something else/what does it mean if something is longer than something else? What does it mean if something is smaller than something else/what does it mean if bigger than something else? |
Aquistion
Students will know… | Students will be skilled at… |
What size and length mean What small, smaller, and smallest mean What big, bigger, and biggest mean What short, shorter, and shortest mean What long, longer, and longest mean | Identify things as shorter or longer than other things. Identify things as bigger or smaller than other things. Rank objects or lines in order by length. Rank objects or shapes in order by size.
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Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
| If a kid can demonstrate the concepts of size and length with objects in the real world, I can assume that they truly understand them. | PERFORMANCE TASK(S): (One at a time in a controlled environment) Ask each kid to bring me the longest pen on a designated table, as well as the shortest eraser, the smallest piece of paper, and the biggest book. |
If the kids can verbally explain the difference between length and size, they likely understand and distinguish the two concepts. I would like my students to be able to demonstrate their understanding of size and length on worksheets as well. | OTHER EVIDENCE: Have them individually explain to me the difference between longer and bigger and the difference between shorter and smaller. Worksheets in which kids circle the longest line out of a set of lines or the biggest square out of a set of squares, etc... |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
W, E2, R ------> Give explanation and show examples on the board. (This explanation of size and length will show the students where the unit is going and what is expected. I will learn where the students are coming from by asking them how many of them know what size or length is. They will have to rethink and revise they're understanding when I show them that something longer than something else could actually still be smaller than it. After reminding them of this later on, students could evaluate their own work to make sure they did that right.)
H, E1, T, E2 ------> Compare the sizes and lengths of things in the room. (It can be personalized to the different interests of students by individually allowing them to compare the sizes of things they each like.)
H, O ------> Watch a video about length and size. (A video is a great way to hook the students.)
H, E1, E2 ------> Have kids rank pieces of string by length.
O ------> Fill out worksheets about it. (The multiple means of engagement should help maximize engagement and learning.)
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oercommons
|
2025-03-18T00:35:19.841293
|
10/07/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97747/overview",
"title": "UbD 2.0 - Size and Length",
"author": "Landon Meadows"
}
|
https://oercommons.org/courseware/lesson/103357/overview
|
GoOpen National Network ESRA Reauthorization Comment Letter
Overview
On April 4, 2023, the Senate Health, Education, Labor, and Pension (HELP) Committee sent a letter to the Education Community seeking input on policies that the Committee should consider during the reauthorization of the Education Sciences Reform Act, including the Educational Technical Assistance Act and the National Assessment of Education Progress Authorization Act, from early learning through postsecondary education.
To inform the Committee's work, they invited input on several specific questions. In response, the #GoOpen National Network composed and submitted this letter in an effort to help the Committee recognize the pivotal role that Open Educational Resources can and should play in promoting and supporting student success. The letter also highlights four specific ways that ESRA can support the use of high-quality OER by students, families, and educators.
GoOpen National Network ESRA Reauthorization Comment Letter
This letter was sent to Senator Bernard Sanders and Ranking Committee Member William M. Cassidy M.D. on April 19, 2023.
This letter was sent to Senator Bernard Sanders and Ranking Committee Member William M. Cassidy, M.D. on April 19, 2023.
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oercommons
|
2025-03-18T00:35:19.858931
|
Rebecca Henderson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103357/overview",
"title": "GoOpen National Network ESRA Reauthorization Comment Letter",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/75263/overview
|
Microplastic and its impact on marine wildlife
Overview
Students collaborate to research the impact of microplastic on marine wildlife and to create a video illustrating said impact.
microplastic in our oceans - influence on marine wildlife
Students connect with learners from a partner country. Togther they create a final product that illustrates the impact of plastic waste on marine wildlife.
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oercommons
|
2025-03-18T00:35:19.875479
|
Janina Jägers
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75263/overview",
"title": "Microplastic and its impact on marine wildlife",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/90236/overview
|
How To Teach Subject Pronouns: An Introductory Free ESL Lesson Plan
Overview
This lesson is full of several activities that are entertaining and informative for beginner students. It includes lots of visuals and pictures so students have a better understanding of how subject pronouns are used to describe people or things. It also includes several matching, reading, speaking, and picture description activities. Finally, it contains gap-fill exercises so that students can practice using subject pronouns in sentences. Though it appears that it is longer, this lesson is not overly dense. By the end of this lesson students will be able to use the subject pronouns I, you, she, he, it, we, you, and they correctly.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
This lesson is full of several activities that are entertaining and informative for beginner students. It includes lots of visuals and pictures so students have a better understanding of how subject pronouns are used to describe people or things. It also includes several matching, reading, speaking and picture description activities. Finally, it contains gap-fill exercises so that students can practice using subject pronouns in sentences. Though it appears that it is longer, this lesson is not overly dense. By the end of this lesson students will be able to use the subject pronouns I, you, she, he, it, we, you and they correctly.
Read more: https://www.off2class.com/lesson-plan-downloads/how-to-teach-subject-pronouns-an-introductory-lesson-plan/
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oercommons
|
2025-03-18T00:35:19.893984
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90236/overview",
"title": "How To Teach Subject Pronouns: An Introductory Free ESL Lesson Plan",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/30888/overview
|
What do I want to be when I grow up?
Overview
This is a PBL project used at the beginning of an Integrated Math course and is intended to help students identify gaps in their foundational knowledge and then fill those gaps by relating the topics to a real-world application in the context of what they want to do for their eventual career. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and also references the North Carolina College Foundation website - both of these items can be customized to meet your own specific curriculum and college/career resources.
Section 1
This is a PBL project used at the beginning of an Integrated Math course and is intended to help students identify gaps in their foundational knowledge and then fill those gaps by relating the topics to a real-world application in the context of what they want to do for their eventual career. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and also references the North Carolina College Foundation website - both of these items can be customized to meet your own specific curriculum and college/career resources.
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oercommons
|
2025-03-18T00:35:19.911593
|
Measurement and Data
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/30888/overview",
"title": "What do I want to be when I grow up?",
"author": "Mathematics"
}
|
https://oercommons.org/courseware/lesson/87013/overview
|
Demand and Supply Curves
Overview
This resource is for anyone who wants to learn about the concept of demand and supply curves and their features as well as the concept of market equilibrium. It is designed to introduce the basic knowledge about the concepts, so it is more like an introduction to the field of microeconomics through learning the fundamental theory of demand and supply in the market.
Demand Curve
The demand curve is a graphical representation of the relationship between the price of a good or service and the quantity demanded for a given period of time. It is a downward-sloping curve because as the price of the good increases, people would want less of that good. In contrast, if the price decreases, meaning the good is much cheaper than before, customers will want more of the good so that they can save some money.
Supply Curve
The supply curve is a graphic representation of the correlation between the cost of a good or service and the quantity supplied for a given period. Typically, the supply curve is upward-sloping because as the market price for one good is increasing, the suppliers will be more lucrative to produce more so that they can earn more money. However, if the market price is decreasing due to some reasons, suppliers will want to produce less since the market for that good is not at its best, and producing more will lead to a considerable amount of loss.
The Market Equilibrium Point
By definition, the market equilibrium is where for a particular good, the demand is equal to the supply in the market. When the demand is equal to the supply, then we say we have reached an equilibrium point. Graphically, the market equilibrium is where the demand curve intersects with the supply curve. At this point, the quantities of goods supplied and demanded are the same, and the prices at which the goods are supplied and demanded are also the same. The market equilibrium is important because it represents that the market price is stable and helps the suppliers and the customers to decide their further actions.
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oercommons
|
2025-03-18T00:35:19.930992
|
10/25/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87013/overview",
"title": "Demand and Supply Curves",
"author": "Yumeng Chen"
}
|
https://oercommons.org/courseware/lesson/90189/overview
|
Superlative Adjectives: A Free ESL Lesson Plan Download
Overview
What students will learn about superlative adjectives?
In this lesson students will learn how to:
- use the form of the superlative, including the irregular superlatives: best, worst, and furthest.
- use the + the superlative: diamond is the hardest natural material in the world.
- use the prepositions in and of with groups and time periods: it was the most popular song of the 1980s.
- use one of the + superlative plural noun + preposition: it’s one of the biggest cities in Asia.
Before you teach, keep in mind: for short adjectives, we make the superlative by adding —est (shortest). For long adjectives, we make the superlative with most (most interesting).
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
In this lesson students will learn how to:
- use the form of the superlative, including the irregular superlatives: best, worst, and furthest.
- use the + the superlative: diamond is the hardest natural material in the world.
- use the prepositions in and of with groups and time periods: it was the most popular song of the 1980s.
- use one of the + superlative plural noun + preposition: it’s one of the biggest cities in Asia.
Before you teach, keep in mind: for short adjectives, we make the superlative by adding —est (shortest). For long adjectives, we make the superlative with most (most interesting).
You can download the free lesson plan below: https://www.off2class.com/lesson-plan-downloads/superlative-adjectives-a-free-esl-lesson-plan-download/
|
oercommons
|
2025-03-18T00:35:19.950370
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90189/overview",
"title": "Superlative Adjectives: A Free ESL Lesson Plan Download",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/61272/overview
|
Employment Opportunities in My Community - Gemma Henry
Overview
The purpose of this activity/lesson is to identify the type and availability of employment opportunities in
your community.
Subject:
Math
Grade Level:
High School
Concept:
Research, Brainstorm, Evaluation
Time Required:
Group work over 5 periods
Type of Activity:
Team project with whole class discussion
PA Standards:
CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable.
CC.2.4.HS.B.2 Summarize, represent, and interpret data on two categorical and quantitative variables.
CC.2.4.HS.B.3 Analyze linear models to make interpretations based on the data.
CC.2.4.HS.B.4 Recognize and evaluate random processes underlying statistical experiments.
CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies.
CC.2.4.HS.B.6 Use the concepts of independence and conditional probability to interpret data.
CC.2.4.HS.B.7 Apply the rules of probability to compute probabilities of compound events in a uniform probability model.
Materials/Supplies:
Internet accessibility (research Indeed, Monster, etc. employment information from local Chamber of Commerce)
Activity:
- Students will construct a graph representing the number of various business/industry establishments in their community and/or area.
- Divide the class into groups. Provide each group with access to the internet, and other research materials.
- Have each group identify the number of businesses in each of these categories:
Construction
Health Care
Food Service
Manufacturing
Law firms
Communication
Agriculture - Have each group use the results to make a large graph showing the number of businesses in each category.
Which category has the most businesses?
Which category has the least businesses? - Discuss possible reasons for disparities (e.g., Why are there three law firms and 13 medical establishments?
Evaluation:
Students will be evaluated on their graph, team participation, research, and data interpretation skills.
|
oercommons
|
2025-03-18T00:35:19.977575
|
01/07/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61272/overview",
"title": "Employment Opportunities in My Community - Gemma Henry",
"author": "Larissa Mallon"
}
|
https://oercommons.org/courseware/lesson/106579/overview
|
OREGON MATH STANDARDS (2021): [7.RP]
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.
2021 Oregon Math Guidance: 7.RP.A.1
Cluster: 7.RP.A - Analyze proportional relationships and use them to solve mathematical problems in authentic contexts.
STANDARD: 7.RP.A.1
Standards Statement (2021):
Solve problems in authentic contexts involving unit rates associated with ratios of fractions.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.RP.A.2 | 8.AEE.B.5 | HS.NQ.B.3, HS.GM.C.11 | 7.RP.A.1 7.RP.A Crosswalk |
Standards Guidance:
Terminology
- Ratios of fractions refers to complex fractions where the numerator and/or denominator of a ratio includes a fraction, such as ¼ ÷ ½ is also the ratio of (¼)/(½)
Teaching Strategies
- This includes ratios of lengths, areas and other quantities measured in like or different units.
- Students should have opportunities to create visual representations to solve complex ratio problems.
- Students should build upon their understanding of fractions as a form of division.
- Students should build upon their fluency in division of fractions.
- Students should be able to solve problems involving unit rate presented in practical, real-life situations.
Examples
- For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 7.RP.A.2
Cluster: 7.RP.A - Analyze proportional relationships and use them to solve mathematical problems in authentic contexts.
STANDARD: 7.RP.A.2
Standards Statement (2021):
Recognize and represent proportional relationships between quantities in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Identify the constant of proportionality (unit rate) within various representations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.RP.A.2, 6.RP.A.3 | 7.RP.A.3, 8.AEE.B.5, 8.AEE.B.6, 8.AFN.A.1, 8.AFN.A.2, 8.AFN.B.4 | 7.AEE.B.4, 7.GM.A.1 | 7.RP.A.2 7.RP.A Crosswalk |
Standards Guidance:
Clarifications
- Students should demonstrate a conceptual understanding of slope.
- Students should recognize equations in the form y = mx are proportional.
- Students should know that a graph with a straight line through the origin is proportional.
- Explain what a point (𝑥,) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0,0) and (1,𝑟) where 𝑟 is the unit rate.
- This standard builds on students' understanding of unit rates from 6th grade.
Boundaries
- In seventh grade, students are expected to understand that unit rate and constant of proportionality are the same.
Teaching Strategies
- Have students represent proportional relationships using equations, and decide whether two quantities are in a proportional relationship.
Progressions
- Students identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize the constant of proportionality as both the unit rate and as the multiplicative comparison between two quantities. (Please reference page 9 in the Progression document).
Examples
- If total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
- Jennifer rides on a train for 6 hours and travels 360 miles. How many miles per hour does she travel?
- Compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 7.RP.A.3
Cluster: 7.RP.A - Analyze proportional relationships and use them to solve mathematical problems in authentic contexts.
STANDARD: 7.RP.A.3
Standards Statement (2021):
Use proportional relationships to solve ratio and percent problems in authentic contexts.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.RP.A.3, 7.RP.A.2 | 7.RP.B.5, 7.RP.B.6, 7.RP.B.7 | HS.AEE.A.2 | 7.RP.A.3 7.RP.A Crosswalk |
Standards Guidance:
Terminology
- Simple interest – a quick and easy method of calculating the interest charge on a loan. Simple interest is determined by multiplying the daily interest rate by the principal by the number of days that elapse between payments. Simple Interest = (principal) * (rate) * (# of periods)
- Markups and markdowns - increase and decrease in the amount of a quantity
Boundaries
- This includes solving multi step problems involving simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.
- Students should be able to represent proportional relationships using equations.
Teaching Strategies
- Students should be able to analyze and make decisions about relationships using proportional reasoning strategies, which may include but not limited to graphing on a coordinate plane and/or observing whether a graph is a straight line passing through the origin
- Students may use flexible strategies such as a + 0.05a = 1.05a with the understanding that adding a 5% tax to a total is the same as multiplying the total by 1.05.
Progressions
- Student should be able to identify, represent, and use proportional relationships between quantities using verbal descriptions, tables of values, equations, and graphs to model contextual, mathematical problem and translate from one representation to another. (Please reference page 10 in the Progression document).
Examples
- If the total cost, t, is proportional to the number, n, of items purchased at a constant price, p, the relationship between the total cost and the number of items can be expressed as t = np.
- Jane runs 12 miles in 2.5 hours. Sarah runs 14 miles 3.5 hours. Are Jane and Sarah running at the same rate? Justify your answer.
- Illustrative Mathematics:
- Student Achievement Partners:
- Proportional Relationships Mini-assessment
- Smarter Balanced Assessment Item Illustrating 7.RP.A.3 [Option 1] [Option 2]
2021 Oregon Math Guidance: 7.RP.B.4
Cluster: 7.RP.B - Investigate chance processes and develop, use, and evaluate probability models.
STANDARD: 7.RP.B.4
Standards Statement (2021):
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Represent probabilities as fractions, decimals, and percents.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
6.RP.A.3, 7.RP.A.2 | HS.DR.E.14 | N/A | 7.SP.C.5 7.RP.B Crosswalk |
Standards Guidance:
Terminology
- Descriptions may include impossible, unlikely, equally likely, likely, and certain.
- Know that a probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is equally likely, and a probability near 1 indicates a likely event.
Teaching Strategies
- Students should be able to represent the probability as a fraction, decimal numbers, or percent.
Progressions
- In Grade 7, students build their understanding of probability on a relative frequency view of the subject, examining the proportion of “successes” in a chance process—one involving repeated observations of random outcomes of a given event, such as a series of coin tosses.
- “What is my chance of getting the correct answer to the next multiple choice question?” is not a probability question in the relative frequency sense. “What is my chance of getting the correct answer to the next multiple choice question if I make a random guess among the four choices?” is a probability question because the student could set up an experiment of multiple trials to approximate the relative frequency of the outcome. And two students doing the same experiment will get nearly the same approximation. These important points are often overlooked in discussions of probability. (Please reference page 7 in the Progression document).
Examples
- Student Achievement Partners:
2021 Oregon Math Guidance: 7.RP.B.5
Cluster: 7.RP.B - Investigate chance processes and develop, use, and evaluate probability models.
STANDARD: 7.RP.B.5
Standards Statement (2021):
Use experimental data and theoretical probability to make predictions. Understand the probability predictions may not be exact.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.RP.A.3 | HS.DR.E.14 | N/A | 7.SP.C.6 7.RP.B Crosswalk |
Standards Guidance:
Terminology
- Approximate the (theoretical) probability of a chance event by collecting data and observing its long-run relative frequency (experimental probability). Predict the approximate relative frequency given the (theoretical) probability.
Teaching Strategies
- Students should draw upon understanding of proportional relationships to make predictions.
- Students should be able to predict the approximate, relative frequency given the theoretical probability.
Progressions
- It must be understood that the connection between relative frequency and probability goes two ways. If you know the structure of the generating mechanism (e.g., a bag with known numbers of red and white chips), you can anticipate the relative frequencies of a series of random selections (with replacement) from the bag.
- If you do not know the structure (e.g., the bag has unknown numbers of red and white chips), you can approximate it by making a series of random selections and recording the relative frequencies. This simple idea, obvious to the experienced, is essential and not obvious at all to the novice. The first type of situation, in which the structure is known, leads to “probability”; the second, in which the structure is unknown, leads to “statistics.” (Please reference page 7 in the Progression document).
Examples
- When rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
- When drawing chips out of a bag containing an unknown number of red and white chips, estimate the probability of selecting a particular chip color given 50 draws.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 7.RP.B.6
Cluster: 7.RP.B - Investigate chance processes and develop, use, and evaluate probability models.
STANDARD: 7.RP.B.6
Standards Statement (2021):
Develop a probability model and use it to find probabilities of events. Compare theoretical and experimental probabilities and explain possible sources of discrepancy if any exists.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.RP.A.3 | HS.DR.E.14, HS.DR.E.15 | N/A | 7.SP.C.7 7.RP.B Crosswalk |
Standards Guidance:
Clarification
- Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
- Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
Teaching Strategies
- Probability models may include various random generation devices including, but not limited to, bag pulls, spinners, number cubes, coin toss, and colored chips.
- Students should have multiple opportunities to collect data using physical objects, graphing calculators, or web-based simulations.
Progressions
- A probability model provides a probability for each possible nonoverlapping outcome for a chance process so that the total probability over all such outcomes is unity. The collection of all possible individual outcomes is known as the sample space for the model. For example, the sample space for the toss of two coins (fair or not) is often written as {TT, HT, TH, HH}.
- The probabilities of the model can be either theoretical (based on the structure of the process and its outcomes) or empirical (based on observed data generated by the process). In the toss of two balanced coins, the four outcomes of the sample space are given equal theoretical probabilities of 1/4 because of the symmetry of the process—because the coins are balanced, an outcome of heads is just as likely as an outcome of tails. (Please reference page 7 in the Progression document).
Examples
- Find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?
- Kim calculates the probability of landing on heads when tossing a coin to be 50%. She uses this to predict that when Tiffany tosses a coin 20 times, the coin will land on heads 10 times. When Tiffany performed the experiment, the coin landed on heads 7 times. Explain possible reasons why Kim’s prediction and Tiffany’s results do not match.
- Illustrative Mathematics:
2021 Oregon Math Guidance: 7.RP.B.7
Cluster: 7.RP.B - Investigate chance processes and develop, use, and evaluate probability models.
STANDARD: 7.RP.B.7
Standards Statement (2021):
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.RP.A.3 | HS.DR.E.14, HS.DR.E.15 | N/A | 7.SP.C.8 7.RP.B Crosswalk |
Standards Guidance:
Clarifications
- Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
Teaching Strategies
- Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
- Design and use simulations to generate experimental frequency data for compound events.
Progressions
- The product rule for counting outcomes for chance events should be used in finite situations like tossing two or three coins or rolling two number cubes. There is no need to go to more formal rules for permutations and combinations at this level.
- Students should gain experience in the use of diagrams, especially trees and tables, as the basis for organized counting of possible outcomes from chance processes. For example, the 36 equally likely (theoretical probability) outcomes from the toss of a pair of number cubes are most easily listed on a two-way table. (Please reference page 8 in the Progression document).
Examples
- Use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?
- Determine the probability of “rolling double sixes”
- Illustrative Mathematics:
- Student Achievement Partners:
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oercommons
|
2025-03-18T00:35:20.082877
|
07/10/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106579/overview",
"title": "OREGON MATH STANDARDS (2021): [7.RP]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/106466/overview
|
OREGON MATH STANDARDS (2021): [5.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.
2021 Oregon Math Guidance: 5.OA.A.1
Cluster: 5.OA.A - Write and interpret numerical expressions.
STANDARD: 5.OA.A.1
Standards Statement (2021):
Write and evaluate numerical expressions that include parentheses.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | 5.OA.A.2, 6.AEE.A.1 | N/A | 5.OA.A.1 5.OA.A Crosswalk |
Standards Guidance:
Boundaries
- The expressions should be no more complex than the expressions one finds in a simple application of the associative and distributive properties.
- Simple expressions should only include two operations.
- Grouping symbols used in expressions may include parentheses, brackets, or braces.
Teaching Strategies
- Use of nested parentheses should be used in favor of brackets or braces in numerical expressions.
- Students should begin with concrete models. Concrete models may include color tiles or base ten blocks for constructing area models and rods for representing numerical values.
Examples
- Express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7).
- If this expression were tripled, then it could represented as 3 x (2 × (8 + 7)), where the number of open parentheses is the same as the number of closed parentheses.
- Karl brought 3 ten-packs of juice boxes to the class party. Joshua brought 4 six-packs of soda to the party. How many drinks did they bring altogether?
- (3 × 10) + (4 × 6)
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 5.OA.A.2
Cluster: 5.OA.A - Write and interpret numerical expressions.
STANDARD: 5.OA.A.2
Standards Statement (2021):
Write expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
5.OA.A.1 | 6.AEE.A.2, 6.AEE.A.3, 7.AEE.A.1 | 6.NS.B.4 | 5.OA.A.2 5.OA.A Crosswalk |
Standards Guidance:
Boundaries
- The expressions should be no more complex than the expressions one finds in a simple application of the associative and distributive properties.
- Simple expressions should only include two operations.
- Grouping symbols used in expressions may include parentheses, brackets, or braces.
- Nested grouping symbols (more than one grouping symbol used within another grouping symbol in an expression) could also be used within expressions at this grade level.
Teaching Strategies
- Expressions included should contain numbers, operations, and grouping symbols.
- Students should begin with concrete models. Concrete models may include color tiles or base ten blocks for constructing area models and rods for representing numerical values.
Examples
- Recognize that 3 × (18,932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
- Karl brought 3 ten-packs of juice boxes to the class party. Joshua brought 4 six-packs of soda to the party. How many drinks did they bring altogether?
- (3 × 10) + (4 × 6)
- Express the calculation “Add 8 and 7, then multiply by 2” as 2×(8+7). Recognize that 12×(7+91) is twelve times as large as 7+91, without having to calculate the indicated sum or product.
- Illustrative Mathematics:
2021 Oregon Math Guidance: 5.OA.B.3
Cluster: 5.OA.B - Analyze patterns and relationships.
STANDARD: 5.OA.B.3
Standards Statement (2021):
Generate two numerical patterns using two given rules. Identify and analyze relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns and graph them on a coordinate plane.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
4.OA.C.5 | 6.AEE.A.2, 6.AEE.C.8 | 6.RP.A.1 | 5.OA.B.3 5.OA.B Crosswalk |
Standards Guidance:
Clarifications
- This standard extends the work from fourth grade, where students generate numerical patterns when they are given one rule. In Fifth Grade, students are given two rules and generate two numerical patterns.
Boundaries
- Generating numerical patterns is a fourth grade standard, therefore is also an expectation for 5th grade.
- This learning objective is limited to patterns involving whole numbers.
Examples
- Given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences.
- Identify and explain why the terms in one sequence are twice the value of the terms in the corresponding sequence.
- Sam and Terri live by a lake and enjoy going fishing together every day for five days. Sam catches 2 fish every day, and Terri catches 4 fish every day. Make a chart (table) to represent the number of fish that Sam and Terri catch.
- Illustrative Mathematics:
- Student Achievement Partners:
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oercommons
|
2025-03-18T00:35:20.135731
|
07/07/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106466/overview",
"title": "OREGON MATH STANDARDS (2021): [5.OA]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/83370/overview
|
Education Standards
Nanotechnology and Water - Day 5
Overview
The activity for high school students aims to display the importance of water quality and how nanotechnology can be used to help purify the water.Day 5 includes analysis questions that cover content from Nanotechnology and Water Days 1-4.
Standards
ES.3.3 Identify and differentiate between renewable and nonrenewable resources present within Earth’s systems. Describe the possible long-term consequences that increased human consumption has placed on natural processes that renew some resources.
ES.4.2 Describe the relationships among evaporation, precipitation, ground water, surface water, and glacial systems in the water cycle. Discuss the effect of human interactions with the water cycle.
Learning Objectives
Students will gain an appreciation for the importance of access to clean water.
Students will prove that our cells can transfer dangerous materials through their membranes, similar to the egg in their experiment.
Wrap-up- Conclusions and lab results will be discussed. Students will apply their new knowledge to infer what might be going on in our surrounding community and the larger global community.
Analysis Questions
1. Name three processes that the cellular membrane utilizes for non-energy activation cellular
transport.
a.
b.
c.
Mass of egg after immersion in vinegar
Mass of egg before immersion in corn syrup
Mass of egg before immersion in vinegar
Mass of egg after immersion in corn syrup
Mass of water drawn in from vinegar
Mass of water that left the egg due to osmosis in to the membrane during immersion (negative number since water is leaving egg)
Mass of egg after immersion in pollutant water
2. How do these processes regulate what comes into or out of the cell?
a.
b.
c.
3.What is a nanoparticle?
4. Do the cell membrane transport methods apply to nanoparticles? Why or why not?
5. What is the reaction that is occurring for this lab?
6.What is the major function of the endocrine system?
7. What are some possible complications if the endocrine system is compromised due to
toxicity?
8. What complications could arise from compromising the neural system?
Other Important Notes
Differentiation /Instructional Strategies:
Using multimedia instructional strategies, students will gain background information and an understanding of what nanotechnology is.
Technology/Science and society will also be addressed by discussing what human behaviors can help or hurt water quality.
How will you differentiate the content, process, and/or product?
Students with varying strengths and weaknesses will be grouped together for the lab.
Assessments:
Students will submit a final paper that will include their findings and ways that they can individually help reduce their negative impact on the water supply and the environment.
Credits
This learning module was created by Megan Ewing, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).
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oercommons
|
2025-03-18T00:35:20.167648
|
07/09/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83370/overview",
"title": "Nanotechnology and Water - Day 5",
"author": "Integrated Nanosystems Development Institute (INDI)"
}
|
https://oercommons.org/courseware/lesson/91036/overview
|
Let’s Get Active!
Physical Activity Unit
(This unit is designed to reinforce Physical Activity and to help the students learn and understand that being physically active is more than just exercising. The purpose is to get the students up and moving whether they are in PE at school or at home.)
Standard 3:
The physically literate individual achieves and maintains a health-enhancing level of physical activity and fitness. (Psychomotor Domain)
“I Can Statement:” I can show a physically active lifestyle.
Essential Question: Why is it important to be physically active every day?
Lessons | Games/Activities | Description of Games/Activities |
Lesson 1 - Introduction of Physical Activity and what is means to be Physically Active
| “Chase Big Blue” | - Use a Blue Hula-Hoop (or any color you choose)
- Divide the students into teams
- The teacher will roll the Blue Hula-Hoop forward
- Students will take turns from each team to try and catch the hula-hoop before it falls to the ground
- Students get one point for their team is they catch the hula-hoop before it falls
|
Lesson 2 Review of Being Physically Active - Provide several examples of students being physically active and students not being physically active
| “Grab the Beanbag” | - You will need 4 hula-hoops and 2 beanbags
- Divide the students in to teams.
- Give each student a number
- The teacher will call out a number
- When the student’s number is called, he or she has to run and grab the beanbag out of one hula-hoop and put it in the other hula-hoop
- Students score one point for being the first to transfer the beanbag from one hula-hoop to another.
|
Lesson 3 Review of Being Physically Active - Have students list ways they can be physically active at home
| “Exercise Can Be FUN!” | - For this lesson, the students will complete several exercises together as a group.
|
Lesson 4 Review of Being Physically Active - Have students tell one way they can be physically active on a rainy day
| “Snatch and Shoot” | - You will need 2 hula-hoops and 2 basketballs
- Divide the students into teams
- Give each student a number
- The teacher will call out a number
- When the student’s number is called, he or she must run and get their basketball out of the hula-hoop and try and make a basket
- Scoring: The first student to make a basket in the goal gets the point. The first student to put the basketball back in their hula-hoop gets 1 point. (Baskets are worth 1 point. If they shoot a 3 point shot, they get 3 points.
|
Lesson 5 Review of Being Physically Active - Have students tell their favorite way to be physically active in PE
| “Relay Race” | - Divide the students in to teams
- The students will participate in a relay race against the other team.
|
Lesson 6 Review of Being Physically Active - Have students tell their favorite way to be physically active at home
| “Freeze Dance” | - Select some music
- The students will dance while the music is playing
- When the music stops, the students must freeze in their spot.
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| | |
Assessment - Informal observations of students participating in PE class
- Quiz to check understanding of being physically active or not being physically active
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oercommons
|
2025-03-18T00:35:20.204874
|
03/17/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91036/overview",
"title": "Let's Get Active!",
"author": "Catherine Hayles"
}
|
https://oercommons.org/courseware/lesson/111928/overview
|
Africa and the Atlantic World
Overview
The presentation explores the political, social, and religious history of the states, kingdoms, and empires of African from roughly the fifteenth century through the twentieth century. It looks at the slave trade within Africa and the Atlantic Slave Trade.
Attachments
Attached is a PowerPoint presentation on Africa and the Atlantic World.
About This Resource
The resource included here was submitted by a participant in a one-day virtual workshop entitled, "Teaching the Global African Diaspora" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event.
This resource was contributed by David DiSanti, a history educator at Freeport High School.
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oercommons
|
2025-03-18T00:35:20.265550
|
Alliance for Learning in World History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111928/overview",
"title": "Africa and the Atlantic World",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/97717/overview
|
Pennsylvania Department of Education Statistical Analysis System
UbD 2.0 - French lesson
Overview
This is a french UBD lesson plan for my education technology class
Stage 1 - Desired Results
Discuss how speakers and writers use various sentence structures to convey meanings.
Standard - 12.1.1.S3.A Speak and model phrases and sentences with refined pronunciation, rhythm and intonation with accuracy and cultural understanding.
|
Transfer
Students will be able to independently use their learning to… |
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Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
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Aquistion
Students will know… | Students will be skilled at… |
|
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Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
| there will be a 10 point quiz in the middle of the unit | PERFORMANCE TASK(S): if they do well on the quiz, then i have an understanding of how the class understands the topic and if individual students are struggling
|
kids will do 5 min conjugemos practices every other day | OTHER EVIDENCE: through conjugemos, i can see if students are improving and if any need extra help |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
1. students will start off class by listing three things that they did over the weekend to their class.(T,H)
2. Then, students will be directed to various papers over the classroom, and each student will fill out an individual pronoun/infinite pair and they will need to put it in passé composé, once the class has filled out all the papers, then we will go over them all and look for anything that needs fixed.(R)
3. We will go through a letter of a french student with premade errors, and then the students will work with a partner to correct all the mistakes. (R,T,)
4. Students will take the time to write a paragraph about their first day of school, but put it only in the present tense, then students will swap paragraphs with another student and put their partners paper in passé composé. (E1)
5. I will go to each student individually and they all must ask me a passé composé question at the end of class.(E2)
|
oercommons
|
2025-03-18T00:35:20.296083
|
10/05/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97717/overview",
"title": "UbD 2.0 - French lesson",
"author": "Elisabeth Cox"
}
|
https://oercommons.org/courseware/lesson/108212/overview
|
Class Dojo App in Language Teaching Overview Class Dojo Kullanımı Class Dojo App in Language Teaching Class dojo tanıtım
|
oercommons
|
2025-03-18T00:35:20.321463
|
09/05/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108212/overview",
"title": "Class Dojo App in Language Teaching",
"author": "Enver Güneş"
}
|
https://oercommons.org/courseware/lesson/91528/overview
|
Positive Bheaviours Lesson Plan # 2
Lesson #1: Positive Behaviours
Overview
Creators: Diljot Kahlon, Flora Che
Lesson #1: Promote social and emotional learning skills through a collaborative setting
https://quizlet.com/678941230/match - Quizlet game (Gamification Element)
https://docs.google.com/presentation/d/1IBrpV_h4fnlmapsbu13odXgGO5s1879NMYLxB_hgdFk/edit#slide=id.p - Slideshow that talks about plants.
https://www.alberta.ca/positive-behaviour-supports.aspx (Information about positive behaviours is found here.)
https://education.alberta.ca/science-k-6/program-of-studies/?searchMode=3 (Information about the Alberta Program of Studies and the lesson plan goals is found here.)
This lesson uses elements of gamification so that students can promote their social and emotional learning skills. Students will be able to work collaboratively by the end of the lesson, and this will improve their social and emotional skills. This lesson follows the Alberta Program of Studies and is meant for Grade 4 students. This lesson also has elements of science, and students will be able to identify all the parts of a plant.
Lesson #2: Getting students to behave in a collaborative setting.
https://padlet.com/chef17/9c3lsp2rwslw1iv1 - Padelt Link (Gamification Element)
https://www.youtube.com/watch?v=5YPSfaEGTQ0 - instructional Video to show the students
https://www.alberta.ca/positive-behaviour-supports.aspx- (Information about positive behaviours is found here. )
https://education.alberta.ca/science-k-6/program-of-studies/?searchMode=3 (Information about the Alberta Program of Studies and the lesson plan goals is found here.)
This lesson plan inserts gamification elements with the overall idea that students will be able to practice a set of behavioural expectations, specifically within a collaborative setting. It follows the Alberta Program of studies and is meant for students in Grade 4. It has elements of Science, and follows the objective that students will be know how to nurture a plant through a life cycle.
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oercommons
|
2025-03-18T00:35:20.341428
|
Game
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91528/overview",
"title": "Lesson #1: Positive Behaviours",
"author": "Elementary Education"
}
|
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