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https://oercommons.org/courseware/lesson/78865/overview	Science: Human Impacts on the Environment: The Salmon Population in Oregon Overview Native American people have lived in the area now known as Oregon since time immemorial. During the era of colonialism (beginning in the 1600s)-and even into the 21st century-non-Native people often portrayed the North American continent as a vast wilderness that was virtually unpopulated when they arrived. This could not be farther from the truth. In Oregon alone there were dozens of tribes, each with its own ancestral territory and rich cultural history. There was not a single region of Oregon that did not have an Indigenous tribe or band living within it. Nothing was discovered or “untapped”, but instead well managed as Indigenous stewards of the land. Over time, the environment has been impacted by changes such as an increase in human population, and over consumption of natural resources (freshwater, minerals and energy). This lesson focuses on the impact of dams on the salmon population of Oregon. The activity in this lesson will give students an essential understanding of why salmon are essential to the traditional lifeways of Native Americans in Oregon. It will also highlight the important contributions tribes are making to salmon restoration efforts in Oregon. Human Impacts on the Environment: The Salmon Population in Oregon Native American people have lived in the area now known as Oregon since time immemorial. During the era of colonialism (beginning in the 1600s)-and even into the 21st century-non-Native people often portrayed the North American continent as a vast wilderness that was virtually unpopulated when they arrived. This could not be farther from the truth. In Oregon alone there were dozens of tribes, each with its own ancestral territory and rich cultural history. There was not a single region of Oregon that did not have an Indigenous tribe or band living within it. Nothing was discovered or “untapped”, but instead well managed as Indigenous stewards of the land. Over time, the environment has been impacted by changes such as an increase in human population, and over consumption of natural resources (freshwater, minerals and energy). This lesson focuses on the impact of dams on the salmon population of Oregon. The activity in this lesson will give students an essential understanding of why salmon are essential to the traditional lifeways of Native Americans in Oregon. It will also highlight the important contributions tribes are making to salmon restoration efforts in Oregon. Additional Materials	oercommons	2025-03-18T00:37:42.848522	Renée House	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78865/overview", "title": "Science: Human Impacts on the Environment: The Salmon Population in Oregon", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/102940/overview	YouTube Short Overview Small Lesson having students use their creativity and media skills to create a Short similar to YouTube Shorts (can be posted to YourTube or not) based off motivation. Use of words, music, images, themes, and presentation to create the viewer's desire to do as the short encourages. MOTIVATION: The desire to to act in service of a GOAL. Object: You will create a YouTube Short on a motivational theme of your choice. You will need to choose a theme to your short. Your words/quotes need to match your theme clearly. The images or video behind the words or the person speaking should match your theme and if you choose to use music for your background it should be an addition to support the feel of the theme. Finished shorts will be uploaded to Schoology and shared via the class/teacher’s YouTube channel. Examples to follow: https://youtube.com/shorts/Tbbnj5pAcuM?feature=share https://youtube.com/shorts/FfhnmDmT7LA?feature=share https://youtube.com/shorts/BAe3TlmWlrY?feature=share Quotes/ Words to use Examples: T Theme of photo and quote is fitness and health License: https://creativecommons.org/licenses/by/2.0/ Theme of quote is choosing each day to be better than before License: https://creativecommons.org/licenses/by-nd/2.0/ Link to free OER music and songs that can be legally downloaded and used in your YouTube short. https://freemusicarchive.org	oercommons	2025-03-18T00:37:42.861939	04/15/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102940/overview", "title": "YouTube Short", "author": "Suzanne Myers" }
https://oercommons.org/courseware/lesson/118760/overview	The impact of discrimination on children What is Disability Understanding and Combating Discrimination Overview This educational resource aims to help children aged 4-10 understand and recognize discrimination. Discrimination is when people are treated unfairly because they are different in some way. The resource focuses on three main types of discrimination that children might encounter: race, gender, and disability. Through engaging videos, stories, and activities, children will learn about the importance of inclusivity, empathy, and fairness. By understanding these concepts, children can promote a kind and inclusive environment in their daily interactions. This resource includes practical examples, solutions, and interactive activities to reinforce these lessons. Discrimination is when people are mistreated because they are different in some way. It's important to teach children about discrimination early to help everyone be kind and inclusive. This presentation will focus on three main types of discrimination that children might encounter: race, gender, and disability. Children can learn to be fair and inclusive in their daily interactions by understanding these types. Focus Areas Race: Children should understand that skin color differences are average and learn to respect and appreciate these differences. Gender: It's important to challenge stereotypes that limit what boys and girls can do and to promote equal opportunities for all genders. Disability: Encouraging the inclusion of children with disabilities in all activities and adapting these activities to ensure everyone can participate is essential for a fair and inclusive environment. Actual Examples of Racial Discrimination Problem: Imagine a child with darker skin not being invited to play at recess. This exclusion is based solely on the color of their skin, which is unfair and hurtful. Another example is a child feeling left out during a group activity because they are from a different racial background, and the other children do not understand or respect their cultural traditions. These examples illustrate how racial discrimination can make children feel lonely and rejected. Solution: One effective way to combat racial discrimination is to teach empathy. Children can learn to understand and respect differences in skin color and cultural backgrounds by using stories and discussions. Promoting inclusivity in play and group activities ensures that all children feel valued and included. Adults play a crucial role by modeling inclusive behavior and stepping in when they see racial discrimination. Actual Examples of Gender Discrimination Problem: Consider a girl who wants to join a soccer game but is told she can't because "girls don't play soccer." This type of gender discrimination reinforces harmful stereotypes and limits children's opportunities. Another example is a boy who enjoys ballet but gets teased by his peers for liking a traditionally "feminine" activity. These situations highlight how gender discrimination can restrict children's interests and activities based on outdated ideas. Solution: To address gender discrimination, it is essential to challenge stereotypes that limit what boys and girls can do. Encouraging all children to explore different activities, regardless of gender, helps break down these stereotypes. Promoting mixed-gender teams in sports and other activities ensures that everyone has equal opportunities. Positive reinforcement is critical; praising children for breaking stereotypes and being inclusive can reinforce these behaviors. Actual Examples of Disability DiscriminationSolutions Problem: Picture a child in a wheelchair excluded from a playground game because the other children do not know how to include them. Another example is a child with a speech impediment being ignored or mocked by their peers. There are also instances where a student with learning disabilities does not receive the necessary support in class, making it harder for them to succeed. These examples show how disability discrimination can create barriers to participation and achievement for children with disabilities. Solution: Adapting games and activities to include children with different abilities is crucial in combating disability discrimination. Raising awareness about various disabilities and the importance of inclusion helps children understand and accept their peers with disabilities. Providing necessary support, whether through classroom accommodations or social support, ensures that children with disabilities can participate fully and succeed alongside their peers. Activities To reinforce these concepts, various activities can be implemented: - Storytime: Read stories featuring diverse characters and themes of inclusivity to help children relate to and understand different perspectives. - Art Projects: Encourage children to draw self-portraits and discuss how everyone is unique to appreciate diversity. - Role-Playing: Create scenarios where children practice inclusive behaviors to build empathy and social skills. - Sports Day: Organize mixed-gender teams and modify games to ensure inclusivity, allowing children to experience the benefits of fairness and cooperation firsthand. - Guest Speakers: Invite speakers with disabilities to share their experiences, providing powerful lessons in empathy and understanding. Conclusion Creating an Open Educational Resource on discrimination for children aged 4-10 involves developing engaging, age-appropriate materials that address race, gender, and disability. Children can learn the importance of inclusivity and fairness through stories, activities, and discussions. By making these resources accessible and involving educators and parents, we can foster a more inclusive environment for young children. Promoting kindness, empathy, and understanding from an early age lays the foundation for a more just and equitable society	oercommons	2025-03-18T00:37:42.883375	George Charonides	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118760/overview", "title": "Understanding and Combating Discrimination", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/95316/overview	Education Standards Community-Centered Climate Change OER Powerpoint IslandWood Professional Development Course: Community-Centered Climate Change for 6-8th Grade Educators Overview During this course, participants will learn how to center investigations of local scientific phenomena in a Next Generation Science Standards storyline. Course educators will offer instructional strategies and climate and community data to help teachers connect to the interests and identities of students and support understanding of the impacts of climate change. In collaboration with fellow teachers, participants will imagine possibilities for this kind of teaching and learning in their own classrooms through brainstorming possible phenomenon-based storylines local to their own students. During this professional development course, participants will learn how to center investigations of local scientific phenomena in a Next Generation Science Standards storyline. Course educators will offer instructional strategies and climate and community data to help teachers connect to the interests and identities of students and support understanding of the impacts of climate change. In collaboration with fellow teachers, participants will imagine possibilities for this kind of teaching and learning in their own classrooms through brainstorming possible phenomenon-based storylines local to their own students. By the end of this course, participants will: - Understand how local phenomena intersect with the Next Generation Science Standards, climate change, ecosystems, and people in community - Experience how community-based instructional strategies can build scientific understandings - Work with other participants to develop and implement ideas for incorporating local phenomena into their classrooms - Apply strategies to increase student understanding of climate change and capacity to think about climate change solutions - Reflect on how local, community-based science instruction is integral to the pursuit of climate and education justice	oercommons	2025-03-18T00:37:42.910433	Life Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95316/overview", "title": "IslandWood Professional Development Course: Community-Centered Climate Change for 6-8th Grade Educators", "author": "Environmental Studies" }
https://oercommons.org/courseware/lesson/114970/overview	RevisĂŁo das Classes e Camadas Nomenclaturas e FunĂ§Ăµes Principais Overview Classes e camadas são conceitos fundamentais em computação que contribuem para a organização, reutilização, modularidade, manutenabilidade e escalabilidade de software. ApresentaĂ§ĂŁo As classes representam unidades de organização do código fonte, cada uma com uma responsabilidade específica no funcionamento do sistema. Por outro lado, as camadas representam agrupamentos lógicos de classes com funcionalidades semelhantes ou relacionadas, contribuindo para uma arquitetura robusta e escalável. Ao revisar cada classe e camada, entenderemos melhor a estrutura do sistema, sua organização interna e as responsabilidades atribuídas a cada componente. Isso nos permitirá ter uma visão mais clara do funcionamento do sistema como um todo e identificar possíveis áreas de melhoria ou otimização. Vamos agora analisar detalhadamente cada uma das classes e camadas, explorando suas funções principais e contribuições para o sistema. Nomeclatura e funĂ§Ăµes principais Nomeclatura: frmLogin Funcões Principais frmLogin_Load: Este método é acionado quando o formulário de login é carregado. Ele configura o caractere de senha para o campo de senha como um caractere especial, geralmente usado para ocultar a senha. Além disso, verifica se há algum usuário com função de administrador no banco de dados. Se não houver, abre o formulário de registro de usuário. 2. btnEntrar_Click: Este método é acionado quando o botão de login é clicado. Ele verifica se os campos de usuário e senha estão preenchidos e, em seguida, executa uma consulta SQL para verificar se as credenciais correspondem a um usuário válido no banco de dados. Se as credenciais forem válidas, exibe uma mensagem de boas-vindas e direciona o usuário para o formulário principal. Se não forem válidas, exibe uma mensagem de erro. 3. ToolStripButton2_Click: Este método é acionado quando um botão de fechar é clicado. Ele descarta o formulário de login. 4. btnCancelar_Click: Este método é acionado quando o botão de cancelar é clicado. Ele fecha a aplicação. 5. txtPass_KeyDown: Este método é acionado quando uma tecla é pressionada no campo de senha. Se a tecla pressionada for "Enter", chama o método `btnEntrar_Click`. Se for "Escape", descarta o formulário de login. Métodos e Rotinas: 1. Connection: Este método estabelece a conexão com o banco de dados MySQL. 2. LogHistory: Este método registra a entrada do usuário no sistema, inserindo um registro na tabela `tbllog`. 3. Dashboard: Este método atualiza o painel principal do sistema com informações relevantes, como total de vendas, descontos, número de produtos e usuários. 4. CheckStatus: Este método verifica se o sistema está aberto para operações de ponto de venda. 5. CountRecords: Este método conta o número de registros retornados por uma consulta SQL. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmCancelOrder Funções Principais: 1. Label2_Click: Este método é acionado quando o rótulo "Label2" é clicado. Ele descarta o formulário de cancelamento de ordem. 2. LoadRecords: Este método carrega os registros das ordens concluídas para exibição em um `MetroGrid`. Ele executa uma consulta SQL para selecionar todas as ordens com status "Concluído" entre duas datas específicas. Em seguida, adiciona cada registro ao `MetroGrid` para exibição. 3. Timer1_Tick: Este método é acionado quando o temporizador é ativado. Ele atualiza o rótulo "lblDate" com a data e hora atuais. Métodos e Rotinas: 1. frmCancelOrder_Load: Este método é acionado quando o formulário de cancelamento de ordem é carregado. No momento, está vazio, sem funcionalidade. 2. MetroGrid1_CellContentClick: Este método é acionado quando o conteúdo de uma célula no `MetroGrid1` é clicado. Ele verifica se o conteúdo da célula clicada é o botão "Cancel Order" e, em seguida, abre o formulário `frmAdminPassword` para confirmar o cancelamento da ordem. Ele também extrai o ID, número da transação e valor da ordem da linha clicada para uso posterior. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmCategory Funcções Principais: Label2_Click: Descarta o formulário de categoria quando o rótulo "Label2" é clicado. Button1_Click : Adiciona uma nova categoria ao banco de dados quando o botão "Button1" é clicado. Exibe uma caixa de mensagem de confirmação antes de adicionar a categoria. 3. Button1_KeyDown : Permite que o usuário pressione a tecla Enter para adicionar uma nova categoria ou a tecla Escape para descartar o formulário. 4. frmCategory_Load : Carrega todas as categorias existentes do banco de dados quando o formulário de categoria é carregado. 5. LoadRecords : Carrega todas as categorias existentes do banco de dados para exibição em um `MetroGrid`. 6. Clear : Limpa o campo de texto da categoria e habilita o botão "Button1" para adicionar uma nova categoria. 7. btnCancel_Click : Chama o método `Clear` para limpar o formulário de categoria quando o botão "Cancelar" é clicado. 8. MetroGrid1_CellContentClick : Manipula os cliques nas células do `MetroGrid1`. Permite a edição e exclusão das categorias existentes. btnUpdate_Click : Atualiza uma categoria existente no banco de dados quando o botão "Atualizar" é clicado. Exibe uma caixa de mensagem de confirmação antes de atualizar a categoria. Essas funções permitem adicionar, editar, excluir e visualizar categorias no sistema. Cada método desempenha um papel específico na interação do usuário com o formulário de categoria. Nomeclatura e funĂ§Ăµes principais Nomeclatur: frmDiscountComputation Funções Principais: 1. Label2_Click : Descarta o formulário de cálculo de desconto quando o rótulo "Label2" é clicado. 2. txtDining_KeyPress : Controla o comportamento da entrada de dados no campo de texto `txtDining`, permitindo apenas números e o backspace. 3. btnStart_Click : Inicia o cálculo do desconto ao carregar o formulário. LoadDiscount : Calcula o desconto com base no valor fornecido pelo usuário no campo `txtDining` e atualiza os valores nos campos `txtTotal`, `frmSettle.txtTotal`, `frmSettle.txtDiscount`, `frmPos.txtTotal` e `frmPos.txtDiscount`. 5. frmDiscountComputation_Load : Carrega os descontos disponíveis do banco de dados ao iniciar o formulário. 6. LoadDiscount1 : Carrega os descontos disponíveis do banco de dados e os exibe na ComboBox `ComboBox1`. 7. ComboBox1_SelectedIndexChanged : Define o valor do campo `txtDining` com base no item selecionado na ComboBox `ComboBox1`. 8. txtDining_KeyDown : Permite que o usuário pressione a tecla Enter para calcular o desconto ou a tecla Escape para descartar o formulário. Essas funções permitem ao usuário calcular descontos com base em valores predefinidos ou personalizados e atualizar os valores correspondentes nos formulários relacionados. Cada método desempenha um papel específico na interação do usuário com o formulário de cálculo de desconto. Nomeclatura e funĂ§Ăµes principais Nomeclatura:frmLogHistory Funções Principais: 1. LinkLabel1_LinkClicked : Descarta o formulário de histórico de log quando o link é clicado. 2. LoadRecords : Carrega os registros de log entre duas datas especificadas nos controles `dt1` e `dt2` e exibe-os no `MetroGrid1`. Os registros são recuperados da tabela `tbllog` do banco de dados e incluem informações como nome de usuário, data, hora de entrada, hora de saída e status. 3. dt1_ValueChanged : Atualiza os registros de log quando o valor da data no controle `dt1` é alterado. 4. dt2_ValueChanged : Atualiza os registros de log quando o valor da data no controle `dt2` é alterado. Essas funções permitem ao usuário visualizar os registros de log armazenados no banco de dados entre duas datas específicas. Os registros são exibidos em uma grade e atualizados conforme as datas são modificadas nos controles de data. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmPos Funcções Principais: Configuração de Impressão: O código define um documento de impressão (`PrintDocument`) e um diálogo de visualização de impressão (`PrintPreviewDialog`). Ele configura o tamanho do papel e os eventos para o início da impressão e a impressão real. 2. Carregamento de Categorias e Produtos: Existem métodos para carregar as categorias de produtos e os produtos associados a essas categorias. Os produtos são exibidos em um `FlowLayoutPanel` para seleção fácil. 3. Gerenciamento do Carrinho: Os produtos selecionados são adicionados a um carrinho de compras. O usuário pode aumentar ou diminuir a quantidade de itens no carrinho e remover itens individualmente. As informações do carrinho são exibidas em um `DataGridView`. 4. Pagamento e Faturamento: Quando o usuário decide pagar, ele pode inserir o valor em dinheiro e calcular automaticamente o troco. Após o pagamento, uma fatura é gerada e pode ser impressa. 5. Outras Funcionalidades: Existem também outras funcionalidades, como criação de novos pedidos, gerenciamento de seções, cancelamento de pedidos, visualização de detalhes de vendas, alteração de senha, entre outros. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmCategory Funcções Principais: O frmCategory permite aos usuários adicionar novos produtos (`btnSave_Click`), atualizar produtos existentes (`btnUpdate_Click`), cancelar operações (`btnCancel_Click`) e selecionar uma imagem para o produto (`Button4_Click`). 3. O método `LoadCategory` popula a caixa de combinação (`cboCategory`) com categorias obtidas da tabela do banco de dados `tblcategory`. 4. A validação de entrada é realizada para garantir que campos obrigatórios estejam preenchidos antes de salvar ou atualizar um produto. Se algum campo obrigatório estiver vazio, uma caixa de mensagem é exibida indicando o erro. 5. A validação numérica é implementada para a caixa de texto `txtPrice` para permitir apenas valores numéricos e um ponto decimal. 6. Ao salvar ou atualizar um produto, a imagem selecionada pelo usuário é convertida em uma matriz de bytes e armazenada no banco de dados junto com outros detalhes do produto. 7. O método `Clear` redefine os controles do formulário para seu estado inicial após salvar ou atualizar um produto. 8. Alguns manipuladores de eventos (`KeyPress`, `SelectedIndexChanged`, `Click`, etc.) são definidos para lidar com interações do usuário com os controles do formulário. 9. O tratamento de erros é implementado usando blocos `Try-Catch` para lidar com quaisquer exceções que possam ocorrer durante operações de banco de dados ou outras partes do código. 10. Por fim, existem alguns manipuladores de eventos para carregamento do formulário e outros controles, embora atualmente estejam vazios. No geral, o código fornece funcionalidades básicas para gerenciar produtos em um banco de dados, incluindo adição de novos produtos, atualização de produtos existentes e exibição de informações relevantes ao usuário.. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmProductList Funcções Principais: 1. A classe `frmProductList` contém funcionalidades para carregar os registros de produtos, exibir a lista no `DataGridView`, editar e excluir produtos. 2. No método `frmProductList_Load`, o formulário é configurado para aceitar teclas de atalho e, em seguida, os registros de produtos são carregados chamando o método `LoadRecords`. 3. O método `LoadRecords` popula o `DataGridView` com os registros de produtos recuperados do banco de dados. Ele limpa as linhas existentes no `DataGridView`, consulta o banco de dados para obter os registros de produtos e adiciona cada registro como uma nova linha no `DataGridView`. 4. Quando o usuário clica no botão "Adicionar Novo Produto" (`ToolStripButton1_Click`), o formulário de produto é exibido em modo de diálogo, permitindo ao usuário adicionar um novo produto. Após adicionar o produto, a lista é recarregada para exibir o novo registro. 5. Quando o usuário clica no botão "Fechar" (`ToolStripButton2_Click`), o formulário é fechado. 6. Quando o usuário pressiona a tecla "Esc", o formulário também é fechado (`frmProductList_KeyDown`). 7. Quando o usuário clica nos botões "Editar" ou "Excluir" em uma linha específica do `DataGridView` (`DataGridView1_CellContentClick`), as operações correspondentes são realizadas. Para editar um produto, os detalhes do produto selecionado são carregados no formulário de produto para edição. Para excluir um produto, uma confirmação é solicitada antes de excluir o registro do banco de dados. O código faz uso de consultas SQL para interagir com o banco de dados MySQL, manipulando operações CRUD (Create, Read, Update, Delete) nos registros de produtos. Além disso, ele inclui manipulação de eventos para responder às interações do usuário com os controles do formulário. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmQty Funcções Principais: 1. A classe `frmQty` possui variáveis â€‹â€‹para armazenar o ID e o preço do produto, bem como métodos e eventos para interagir com o usuário e o banco de dados. 2. No método `frmQty_Load`, o formulário é configurado para aceitar teclas de atalho. 3. No método `frmQty_KeyDown`, são tratadas as teclas pressionadas pelo usuário. Se o usuário pressionar a tecla Enter, o código executa a lógica para adicionar o produto ao carrinho. 4. O método `DuplicateEntry` verifica se já existe uma entrada no carrinho para o produto atual. Se uma entrada duplicada for encontrada, o método retorna verdadeiro; caso contrário, retorna falso. 5. O método `AddToCart` é usado para definir o ID e o preço do produto que será adicionado ao carrinho. 6. Os eventos `TextChanged` e `KeyPress` dos controles `txtQty` são usados para validar a entrada do usuário. Apenas números são permitidos, juntamente com o caractere de ponto decimal e a tecla Enter. 7. Dependendo se a entrada é válida e se a tecla Enter é pressionada, o código decide se deve inserir um novo item no carrinho ou atualizar a quantidade de um item existente. 8. Após adicionar ou atualizar o item no carrinho, o método `LoadCart` do formulário principal (`frmPos`) é chamado para atualizar a exibição do carrinho. Este código demonstra um exemplo de integração de um formulário de POS com um banco de dados MySQL, usando consultas SQL para inserir novos registros ou atualizar registros existentes no banco de dados. Ele também ilustra a interação com o usuário para coletar e validar dados antes de executar operações no banco de dados. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmSalesDetail Funcções Principais: 2. O método `LoadSales` é usado para carregar as vendas com base na data selecionada. Ele consulta o banco de dados MySQL para obter os detalhes das vendas, como ID do produto, descrição, preço, quantidade e total. 3. Os métodos `PD_BeginPrint` e `PD_PrintPage` são usados para lidar com o processo de impressão dos detalhes da venda. Eles definem a configuração de impressão, incluindo o tamanho da página, as fontes utilizadas e a disposição dos elementos na página. 4. O método `GetData` é usado para executar consultas SQL simples e retornar um valor único do banco de dados. 5. O evento `Button2_Click` é acionado quando o usuário clica no botão "Pesquisar". Ele filtra as vendas com base no número da fatura inserido pelo usuário e exibe os resultados no `DataGridView`. 6. O evento `btnFaturaReimprime_Click` é acionado quando o usuário clica no botão "Reimprimir Fatura". Ele chama o método `ImprimirFatura` para iniciar o processo de impressão dos detalhes da fatura. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmTable Funcções Principais: O método `LoadTable` é usado para carregar as mesas disponíveis a partir do banco de dados MySQL. Ele consulta a view `vwtable` para obter os detalhes das mesas, como número da mesa e total da conta associada. 2. Para cada mesa recuperada, um botão é criado dinamicamente e adicionado ao `FlowLayoutPanel1`. A cor de fundo do botão é definida com base no valor da conta associada à mesa. Se a conta for maior que 1, o botão terá uma cor vermelha (`Crimson`), caso contrário, terá uma cor azul (`Color.FromArgb(55, 176, 213)`). 3. O método `GetTable_Click` é chamado quando um dos botões de mesa é clicado. Ele obtém o número da mesa associado ao botão clicado e o utiliza para atualizar o número da mesa no formulário `frmPos` (presumivelmente o formulário principal do ponto de venda). Em seguida, chama o método `GetOrder` no formulário `frmPos` para carregar os pedidos associados à mesa selecionada. 4. O evento `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmSelectTable`). Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmSettle Funcções Principais: 1. O método `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmSettle`). 2. O evento `txtCash_TextChanged` é acionado sempre que o texto no campo `txtCash` é alterado. Ele calcula o troco com base no valor inserido pelo usuário e exibe o resultado no campo `txtChange`. 3. O evento `txtCash_KeyPress` é acionado quando uma tecla é pressionada no campo `txtCash`. Ele permite apenas números, o ponto decimal, a tecla Backspace e a tecla Enter. Quando a tecla Enter é pressionada, ele chama o método `btnAccept_Click`, que simula o clique no botão "Aceitar". 4. O método `btnAccept_Click` é acionado quando o usuário clica no botão "Aceitar". Ele verifica se o valor inserido no campo `txtCash` é suficiente para cobrir o total da compra. Se for suficiente, exibe uma mensagem de confirmação e salva o pagamento no banco de dados chamando o método `SavePayment`. Caso contrário, exibe uma mensagem informando que o valor inserido é insuficiente. 5. O método `SavePayment` é responsável por salvar o pagamento no banco de dados. Ele insere um registro na tabela `tblsales` com os detalhes do pagamento, incluindo o número da transação, o total da compra, a data e a hora do pagamento, e o nome do caixa que realizou a transação. Em seguida, atualiza o status dos itens do carrinho (`cart`) para 'completed', indicando que foram pagos. Após salvar os dados, exibe uma mensagem informando que o pagamento foi confirmado. 6. Os eventos `frmSettle_Load` e `frmSettle_KeyDown` são acionados quando o formulário é carregado e uma tecla é pressionada, respectivamente. Eles definem a propriedade `KeyPreview` do formulário como `True`, permitindo que o formulário capture eventos de teclado antes dos controles individuais. 7. Os eventos `LinkLabel1_LinkClicked` e `LinkLabel2_LinkClicked` são acionados quando o usuário clica nos links "Desconto" e "Limpar Desconto", respectivamente. O primeiro link abre o formulário `frmDiscountComputation` para calcular um desconto, enquanto o segundo link limpa o desconto e restaura o total da compra ao valor original. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmStart Funcções Principais: 1. O método `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmStart`). 2. O evento `txtInnitial_KeyPress` é acionado sempre que uma tecla é pressionada no campo `txtInnitial`. Ele permite apenas números, o ponto decimal e a tecla Backspace. 3. O método `btnInnitial_Click` é acionado quando o usuário clica no botão "Confirmar". Ele verifica se o campo `txtInnitial` está vazio. Se não estiver vazio, insere um registro na tabela `tblstart` no banco de dados, registrando o valor inicial do caixa e a data atual. Em seguida, atualiza o estado dos botões no formulário `frmPos` com base no status atual do caixa. Por fim, fecha o formulário atual (`frmStart`). 4. O evento `txtInnitial_KeyDown` é acionado quando uma tecla é pressionada no campo `txtInnitial`. Se a tecla pressionada for a tecla Enter, ele chama o método `btnInnitial_Click` para processar o valor inserido. Se a tecla for a tecla Escape, ele fecha o formulário atual (`frmStart`). Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmTable Funcções Principais: 1. O método `ToolStripButton2_Click` é acionado quando o usuário clica no botão "Fechar". Ele fecha o formulário atual (`frmTable`). 2. O método `btnSave_Click` é acionado quando o usuário clica no botão "Salvar". Ele verifica se o campo `txtTable` não está vazio e, em seguida, insere um novo registro na tabela `tbltable` do banco de dados, que armazena o número da mesa. Após a inserção bem-sucedida, limpa o campo `txtTable` e recarrega os registros da tabela. 3. O método `LoadRecord` é usado para carregar os registros existentes da tabela `tbltable` no `DataGridView`. 4. O evento `DataGridView1_CellContentClick` é acionado quando o usuário clica em uma célula do `DataGridView`. Se o usuário clicar no botão de edição (`colEdit`), ele permite ao usuário editar o número da mesa. Se o usuário clicar no botão de exclusão (`colDelete`), ele permite ao usuário excluir o registro correspondente da tabela `tbltable`. 5. O método `btnCancel_Click` é acionado quando o usuário clica no botão "Cancelar". Ele limpa o campo `txtTable` e redefine o estado dos botões. 6. O método `btnUpdate_Click` é acionado quando o usuário clica no botão "Atualizar". Ele verifica se o campo `txtTable` não está vazio e, em seguida, atualiza o registro correspondente na tabela `tbltable` com o novo número da mesa. Após a atualização bem-sucedida, limpa o campo `txtTable` e recarrega os registros da tabela. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmUserRegister Funcções Principais: 1. Método Label2_Click: Este método é acionado quando o usuário clica no `Label2`, que parece ser um botão de fechar. Ele fecha o formulário atual (`frmUserRegistration`). 2. Método Clear: Este método é usado para limpar todos os campos de entrada do formulário. Método frmUserRegistration_Load: Este método é acionado quando o formulário é carregado. Ele configura o caractere de senha para os campos de senha (`txtPass` e `txtConfirm`) para que os caracteres inseridos sejam exibidos como um caractere de ponto preto. Método btnSave_Click_1: Este método é acionado quando o usuário clica no botão "Salvar". Ele verifica se todos os campos necessários estão preenchidos e se as senhas coincidem. Em seguida, insere os dados do novo usuário na tabela `tbluser` do banco de dados. Método MetroGrid1_CellContentClick: Este método é acionado quando o usuário interage com as células da grade de dados (`MetroGrid1`). Ele manipula a lógica para alterar o status de um usuário (ativo/inativo) ou excluir permanentemente um usuário. Método LinkLabel1_LinkClicked: Este método é acionado quando o usuário clica no `LinkLabel1`. Ele abre o formulário `frmChangePassword` para permitir que o usuário altere sua senha. Outros métodos: Existem vários outros métodos para limpar campos individuais (`btnLimpar_Click`, `Button3_Click`, `Button4_Click`, `Button5_Click`) e o botão "Cancelar" (`btnCancel_Click_1`) para limpar todos os campos. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmAdminPassword Funcções Principais: Método frmAdminPassword_Load: Este método é acionado quando o formulário é carregado. Ele configura o caractere de senha para o campo de senha (`txtPass`) para que os caracteres inseridos sejam exibidos como um caractere de ponto preto. Além disso, ele habilita a detecção de tecla pressionada para o formulário. Método frmAdminPassword_KeyDown: Este método é acionado quando uma tecla é pressionada enquanto o formulário tem o foco. Ele verifica se a tecla pressionada é a tecla Esc (para fechar o formulário) ou a tecla Enter (para validar a senha). Método validatePassword: Este método valida a senha inserida pelo usuário comparando-a com a senha armazenada no banco de dados para o usuário com função de "Administrador". Se a senha estiver correta, ele chama o método `CancelOrder` para cancelar um pedido específico. Caso contrário, exibe uma mensagem informando que a senha é inválida. Método CancelOrder: Este método é chamado quando a senha de administrador é validada com sucesso. Ele cancela um pedido específico no banco de dados, atualizando o status do pedido para "Cancelado" na tabela `cart`. Além disso, ele atualiza o total da venda na tabela `tblsales`, subtraindo o valor do pedido cancelado. Em seguida, exibe uma mensagem informando que o registro foi cancelado com sucesso e fecha o formulário. Método Label2_Click: Este método é acionado quando o usuário clica no `Label2`, que parece ser um botão de fechar. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmAuditTrail Funcções Principais: 1. Método LinkLabel1_LinkClicked: Este método é acionado quando o link é clicado. Ele simplesmente fecha o formulário atual (`frmAuditTrail`). Método LoadRecords: Este método é responsável por carregar os registros de auditoria entre as datas selecionadas nos controles DateTimePicker (`dt1` e `dt2`). Ele limpa as linhas existentes no `MetroGrid1`, abre a conexão com o banco de dados e executa uma consulta SQL para recuperar os registros de auditoria no intervalo de datas especificado. Os registros são adicionados ao `MetroGrid1` linha por linha. Finalmente, o método atualiza o texto do rótulo `lblCount` para exibir o número de registros recuperados. Método dt1_ValueChanged: Este método é acionado quando o valor do controle DateTimePicker `dt1` é alterado. Ele chama o método `LoadRecords` para recarregar os registros com base nas novas datas selecionadas. Método dt2_ValueChanged: Este método é acionado quando o valor do controle DateTimePicker `dt2` é alterado. Ele também chama o método `LoadRecords` para recarregar os registros com base nas novas datas selecionadas. Em resumo, este formulário permite ao usuário selecionar um intervalo de datas e exibir os registros de auditoria que ocorreram dentro desse intervalo. Cada registro é exibido com informações como ID, usuário, resumo, data e hora. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmCancelOrderList Funcções Principais: 1. Variáveis `sdate1` e `sdate2`: Essas variáveis são usadas para armazenar as datas selecionadas nos controles DateTimePicker `dt1` e `dt2`, respectivamente. Método `LoadRecords`: Este método é responsável por carregar os registros de pedidos cancelados dentro do intervalo de datas especificado. Ele limpa as linhas existentes no `MetroGrid1`, abre a conexão com o banco de dados e executa uma consulta SQL na exibição `vwcart`. Esta exibição parece ser uma visualização que combina informações de várias tabelas relacionadas. Os resultados da consulta são então adicionados ao `MetroGrid1` linha por linha, exibindo informações como número da transação, descrição do item, preço, quantidade, total, número da mesa, usuário e data. Finalmente, o método fecha o leitor de dados e a conexão com o banco de dados. Evento `PictureBox1_Click`: Este evento é acionado quando o usuário clica na imagem representando um botão de fechar. Ele simplesmente fecha o formulário atual (`frmCancelOrderList`). Eventos `dt1_ValueChanged` e `dt2_ValueChanged`: Esses eventos são acionados quando o valor dos controles DateTimePicker `dt1` e `dt2` é alterado, respectivamente. Ambos os eventos chamam o método `LoadRecords` para recarregar os registros com base nas novas datas selecionadas. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmChangePassword Funcções Principais: 1. Método `clear`: Este método é usado para limpar os campos de texto `txtNew` e `txtConfirmPass` quando chamado. 2. Evento `btnSave_Click`: Este evento é acionado quando o usuário clica no botão "Salvar". Ele executa a lógica para alterar a senha do usuário. Primeiro, verifica se os campos `txtNew` e `txtConfirmPass` não estão vazios. Em seguida, verifica se o texto em `txtNew` é igual ao texto em `txtConfirmPass`, ou seja, se a nova senha e a confirmação da nova senha correspondem. Se as condições forem atendidas, uma caixa de mensagem é exibida perguntando se o usuário tem certeza de que deseja salvar as alterações. Se o usuário confirmar, a senha no banco de dados é atualizada para a nova senha fornecida. Em seguida, uma mensagem de aviso é exibida informando que a senha foi atualizada com sucesso e os campos de texto são limpos usando o método `clear`. 3. Evento `PictureBox1_Click`: Este evento é acionado quando o usuário clica na imagem representando um botão de fechar. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmDiscount Funcções Principais: 1. Método `LoadRecords`: Este método é responsável por carregar os registros de desconto do banco de dados e exibi-los no `MetroGrid1`. Evento `btnSave_Click`: Este evento é acionado quando o botão "Salvar" é clicado. Ele insere um novo registro de desconto no banco de dados com a descrição e percentual fornecidos. Antes de salvar, exibe uma caixa de mensagem para confirmar a operação. Após salvar, limpa os campos e recarrega os registros. 3. Método `Clear`: Este método limpa os campos `txtDiscription` e `txtPercent` e redefine os estados dos botões `btnSave` e `btnUpdate`. Evento `MetroGrid1_CellContentClick`: Este evento é acionado quando há um clique em uma célula do `MetroGrid1`. Se o clique for no botão de edição, preenche os campos de texto com os dados do desconto selecionado e desabilita o campo `txtDiscription` e o botão `btnSave`. Se o clique for no botão de exclusão, exclui o registro de desconto correspondente do banco de dados. Evento `btnUpdate_Click`: Este evento é acionado quando o botão "Atualizar" é clicado. Ele atualiza o registro de desconto selecionado no banco de dados com o novo percentual fornecido. Antes de atualizar, exibe uma caixa de mensagem para confirmar a operação. Após a atualização, recarrega os registros e limpa os campos. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmMain Funcções Principais: Método `frmMain_Resize`: Este método é acionado quando o formulário é redimensionado e ajusta o tamanho e a posição do formulário de acordo com as dimensões da tela. Métodos de clique dos botões (`btnProduct_Click`, `btnSales_Click`, `btnTable_Click`, etc.): Esses métodos são acionados quando os botões no formulário principal são clicados. Eles exibem diferentes formulários (como `frmProductList`, `frmSales`, `frmTable`, etc.) dentro de um painel (`Panel4`) no formulário principal. Evento `Button5_Click`: Este evento é acionado quando o botão "Sair" é clicado. Ele fecha o formulário principal, registra a saída do usuário e exibe novamente o formulário de login. Outros eventos de clique de botão (`btnBestSelling_Click`, `btnSalesSummary_Click`, `btnAuditory_Click`, etc.): Esses eventos são semelhantes aos métodos de clique dos botões mencionados acima, mas cada um exibe um formulário diferente com suas respectivas funcionalidades. 5. Método `btnDiscount_Click`: Este método é acionado quando o botão "Desconto" é clicado e exibe o formulário `frmDiscount` para gerenciar descontos. Método `btnUser_Click`: Este método é acionado quando o botão "Usuário" é clicado e exibe o formulário `frmUserRegistration` para registrar novos usuários. Método `Button1_Click`: Este método é acionado quando o botão "Caixa" é clicado e exibe o formulário `frmPos` para gerenciar as transações de vendas. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmReport Funcções Principais: Declarações de variáveis: O formulário declara várias variáveis para manipular conexão com banco de dados (`con1`), comandos SQL (`cmd1`), adaptador de dados (`adp1`) e uma tabela de dados (`dtb`). Sub `viewdata`: Esta sub-rotina executa uma consulta SQL para recuperar os dados do carrinho de compras (`vwcart`) para as vendas concluídas (`status` igual a "Completed") dentro de um determinado intervalo de datas. Os resultados são armazenados na tabela de dados (`dtb`). Sub `loadRecords`: Esta sub-rotina carrega os registros para o relatório. Ela cria uma nova instância do relatório Crystal Reports (`myrpt`) e define os dados usando a tabela de dados previamente preenchida (`dtb`). Além disso, os parâmetros do relatório são definidos com base nas informações das vendas (`lblTotalSales`, `lblTotal`, `lblDiscount`, `lblInitialValue`) e nos detalhes de contato do cliente (`txtNif`, `txtContact`). Por fim, o relatório é exibido no `CrystalReportViewer1`. Evento `frmReport_Load`: Este evento é acionado quando o formulário `frmReport` é carregado. Ele chama a sub-rotina `loadRecords` para carregar e exibir o relatório. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmSales Funcções Principais: Declaração de variáveis: O formulário declara variáveis para armazenar a data inicial e final (`sdate1` e `sdate2`), bem como variáveis para o valor inicial, subtotal e desconto das vendas. Sub `LoadRecords`: Esta sub-rotina carrega os registros de vendas dentro do intervalo de datas especificado. Ela limpa o `MetroGrid1`, executa consultas SQL para recuperar as vendas da tabela `vwcart` com status "Completed" dentro do intervalo de datas, e preenche o grid com os resultados. Além disso, ele calcula o total das vendas, o valor inicial, o subtotal e o desconto usando consultas SQL separadas. Esses valores são exibidos nos rótulos correspondentes. 3. Evento `frmSales_Load`: Este evento é acionado quando o formulário `frmSales` é carregado. Ele inicializa as datas iniciais e finais com a data atual. Eventos `dt1_ValueChanged` e `dt2_ValueChanged`: Esses eventos são acionados quando as datas iniciais ou finais são alteradas. Eles chamam a sub-rotina `LoadRecords` para recarregar os registros de vendas com base nas novas datas. Evento `PictureBox2_Click`: Este evento é acionado quando o usuário clica na imagem do ícone de relatório. Ele abre o formulário `frmReport` para exibir um relatório das vendas dentro do intervalo de datas especificado. Nomeclatura e funĂ§Ăµes principais Nomenclatura: frmSalesSummary Funcções Principais: 1. Sub `LoadYearSales`: Esta sub-rotina carrega o resumo das vendas por ano. Ele limpa o `MetroGrid1`, executa uma consulta SQL que calcula a soma do subtotal de vendas agrupadas por ano e preenche o grid com os resultados. 2. Sub `LoadQuarterSales`: Esta sub-rotina carrega o resumo das vendas por trimestre. Da mesma forma que a sub-rotina anterior, ela limpa o `MetroGrid2`, executa uma consulta SQL que calcula a soma do subtotal de vendas agrupadas por ano e trimestre e preenche o grid com os resultados. 3. Sub `LoadMonthSales`: Esta sub-rotina carrega o resumo das vendas por mês. Da mesma forma que as sub-rotinas anteriores, ela limpa o `MetroGrid3`, executa uma consulta SQL que calcula a soma do subtotal de vendas agrupadas por ano e mês e preenche o grid com os resultados. 4. Evento `PictureBox1_Click`: Este evento é acionado quando o usuário clica na imagem do ícone de fechar. Ele fecha o formulário `frmSalesSummary`. 5. Evento `frmSalesSummary_Load`: Este evento é acionado quando o formulário `frmSalesSummary` é carregado. No momento, está vazio e não executa nenhuma ação. ConclusĂŁo As classes mencionadas representam diferentes funcionalidades e aspectos do sistema. Elas são organizadas em camadas para garantir uma arquitetura bem estruturada e modular. Através da separação de responsabilidades em diferentes classes e camadas, o sistema torna-se mais fácil de entender, dar manutenção e escalar conforme necessário. Isso promove uma melhor organização do código, facilitando a colaboração entre desenvolvedores e garantindo uma experiência consistente e confiável para os usuários finais.	oercommons	2025-03-18T00:37:42.971934	04/06/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114970/overview", "title": "Revisão das Classes e Camadas Nomenclaturas e Funções Principais", "author": "marcio macedo" }
https://oercommons.org/courseware/lesson/73150/overview	"Why Teen Are Impulsive" Overview First, students will read and analyze NPR's interview with Dr. Frances Jensen, "Why Teens are Impulsive, Addition-Prone And Should Protect Their Brains." Students will then compare and contrast this reading with the article they previously read, "Teenage Brain." Students applied the ideas conveyed in "Teenage Brain" to Romeo and Juliet's rash actions in Shakespeare's play, Romeo and Juliet. Lastly, students will practice using context clues to decipher word meaning and consult a dictionary to verify the accuracy. In this assignment, students will read and analyze NPR's interview with Dr. Frances Jensen "Why Teens are Impulsive, Addition-Prone And Should Protect Their Brains." They will then compare and contrast this reading with the article they previously read "Teenage Brain."	oercommons	2025-03-18T00:37:42.990643	10/04/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73150/overview", "title": "\"Why Teen Are Impulsive\"", "author": "Melissa Daley" }
https://oercommons.org/courseware/lesson/60832/overview	Integrating young (ex-) offenders into youth work Overview The present work (Integrating young (ex-) offenders into youth work) is the result of the Erasmus+ KA2 project "Climb Over", aimed at facilitating the reintegration of young offenders and preventing youth from making offences by making a good use of youth work. The paper contains useful guidelines for youth workers that want to carry out workshops and/or other activities in youth correctional facilities. Untitled Section Helping young (ex-)offenders is not easy, as it is not easy trying to help any other teenager. However, having in mind the complexity and difficulty of the backgrounds such convicted youngsters came from and experiences they had to live through and/or witness, makes them extra sensitive and vulnerable. This is why, having no prior experience in the field might determine some activities going not as wanted, despite all the planning efforts put way in advance. To fill in this knowledge gap and make the activities easier and beneficial on both ends, different activities and youth work efforts were tested and carried out with (ex-)offenders in Lithuania, Croatia and the United Kingdom. The experiences, tips and things to consider when working with the group mentioned has been compiled as well as suggestions of what exciting activities might be initiated.	oercommons	2025-03-18T00:37:43.007441	Federica Tornincasa	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60832/overview", "title": "Integrating young (ex-) offenders into youth work", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/115439/overview	Colonization and Imperialism Primary Source Analysis Overview Students will use primary sources to answer questions about the colonization of the new world and the effects of European imperialism on development in Africa and Asia. Attachments The attachment for this resource is a packet containing an activity for examining the impacts of European imperialism on Africa and Asia through primary source documents. About This Resource The sample assignment was submitted by a participant in a one-day workshop entitled “New Approaches to Frontier History” for world history teachers hosted by the Alliance for Learning in World History. This resource was contributed by Orli Kleiner.	oercommons	2025-03-18T00:37:43.025251	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115439/overview", "title": "Colonization and Imperialism Primary Source Analysis", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/60623/overview	2019 Theatre Art Content Standards Overview Theatre Arts Content and Achievement Standards for the state of North Dakota. Updated 2019. Theatre Arts Content and Achievement Standards for the state of North Dakota. Updated 2019.	oercommons	2025-03-18T00:37:43.041490	12/11/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60623/overview", "title": "2019 Theatre Art Content Standards", "author": "Brandon Lemer" }
https://oercommons.org/courseware/lesson/98080/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. \| 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. I might use PowerPoint or Google Slides to assist my explanation, and I could do examples on a ViewBoard. With this board, I could drag things to change their size or length. I could do this over Zoom or Stream for students who aren't there in person. (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. I could have the kids record and share themselves comparing the sizes and lengths of things using tools like Audacity, FlipGrid, or YouTube. (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. I could also put videos on YouTube, FlipGrid, or Zoom for them to watch. (A video is a great way to hook the students.) H, E1, E2 ------> Have kids rank pieces of string by length. This is meant to be a very physical representation, but for kids who can't be there for it, I could record myself interacting and sorting the strings for kids to watch on FlipGrid or YouTube. These kids could even talk with me about the string I'm using live over Zoom or Google meet. O ------> Fill out worksheets about it. Some of these could be on Google Forms to quickly give information about how many students understand the concepts as well as save paper. (The multiple means of engagement should help maximize engagement and learning.)	oercommons	2025-03-18T00:37:43.074070	10/19/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98080/overview", "title": "UbD 2.0 - Size and Length", "author": "Landon Meadows" }
https://oercommons.org/courseware/lesson/13860/overview	Appendix E: Progressions Within the NGSS Appendix F: NGSS Practices Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Chapter 11: NRC Framework Developing and Using Models - A Snippet from the NRC Framework Google Map Instructions Matrix of NGSS Crosscutting Concepts Our Community Map Reasoning Triangle Science Flowchart (Dynamic) Science Flowchart (Static) Survey #1 Why Teach Science Survey 2 Survey 3 Survey 4A Survey 4B Survey 5 Survey #6 Survey #7 Tool for generating Anchoring Phenomena Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity Overview The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Why Teach Science? Why Teach Science? "A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research: - that science learning involves the integration of knowing and doing - that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts - that science learning is best supported when learning experiences are designed to build and revise understanding over time" - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching science Here is a link to the results in case you want to look back in your own response again. Group Instructions (Each person submits their own survey) Every Participant: Open "Survey #1" Reading for Understanding - Discussing the statements: - Starting with the statement at the top left and going down one by one: - One person reads the statement out loud - Each person shares their thoughts about why the statement is important Reading to Rank - Ranking the statements: - Each person shares which statement is the most important to them and why - All members of the group can question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind. - As you discuss your rankings, each participants completes their own survey with their own answers and hits submit. Discussing the results - Once you have all submitted and see the collective results of those who completed it before you: share surprises or wonderings you have about how your individual and group ranking compares to the collective responses Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible) Open Survey #1 Rank the five different reasons listed that ague for why we should teach science K-12. One you have completed this survey you will see all of the other participants' responses who have completed it before you. Why Teach Science in Our Community? Why Teach Science in Our Community? "In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms Approximate time: 5-10 minutes Components: Google Map activity Every Participant Open: "Our Community Map" - Create an orange marker - Place yourself on the Google Map Include the following information in the description accompanying your marker: - First Name - Last Name - Picture of yourself (that you like - could even be of you and your students) - Grade(s) you teach - School - District - Role (i.e. teacher, PD provider, or coach) - Institution - One reason that a high quality science education for ALL students is important for your community If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video. How Science Works How Science Works "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Approximate time: 25-30 minutes Components: video, small group discussions, survey response Group Instructions Video One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence One participant opens "Science Flowchart (Dynamic)" and shares their screen so that everyone can see. - The person sharing their screen slowly mouses over the different parts of the flowchart. - The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres. - Once you have done that, stop screen sharing and gather together again. Each participant opens "Appendix F: NGSS Practices" - It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion. - As a group, discuss where each practice could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap. Each participant opens "Matrix of NGSS Crosscutting Concepts" - As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap. Each participant opens "Survey #2" on their own device - In your group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works. - Include material from the video (quotes, ideas, stories, claims, etc.) in your responses. - Each participant completes and submits their own survey. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible) Watch the video below at least once and listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence Open "Survey #2" and respond the prompts about the process of science as explored in this video. In your responses be sure to include: - Material from the video (quotes, ideas, stories, claims, etc.) - Language from the Science Flowchart - Open up "NGSS Practices" to help you compare and contrast professional science and classroom science. - Open up "Matrix of Crosscutting Concepts" to help you compare and contrast professional science and classroom science. - Submit your survey Science as Process Science as Process "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Approximate time: 20-25 minutes Components: reading, ssmall group discussion, survey response Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. Each participant open "Appendix A: Conceptual Shifts in the NGSS" - Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements on the list that they would like to explore further. (i.e. shift #2 and shift #5) - One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts. - Each participant then silently reads the text below each of your chosen shifts statements. Each participant opens "Survey 3" on their own device - Each participant fills out the survey based upon what they shared with the group. - As a group, discuss each of the specific group prompts on the survey before each of you complete your survey. Discussing the results - Once you submit your individual responses, select the link to see all previous responses. - Read the collective responses and share surprises or wonderings you have about how your individual and group ranking compares to the collective responses. - Share ideas about resources you could seek out to find out more. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSS - Identify two different conceptual shifts on the list that you would like to explore further - Read the text below each of your chosen shifts Open "Survey #3" and respond to the prompts about the NGSS shifts you chose to read about. The Process of Science in the Classroom The Process of Science in the Classroom "...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response Group Instructions One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion. Each member of the group silently reads the brief statements below. Each participant opens "Appendix E: Progressions within NGSS" - Read the first page. - On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Discuss with your what you think the difference between a phenomena and an NGSS Disciplinary Core Idea. What are some key differences? - Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomena that relates to that core idea. Share your idea with the group. One participant opens the "Reasoning Triangle" and shares their screen. - As a group, discuss the three parts of the tool and the role you see them playing the science classroom. - Each person shares an example of when you have started an activity, exploration, or unit with a question. - Each person shares an example of when you have started with a phenomenon. - How do you think this tool changes your approach or thinking about phenomena, questions, and modeling? - Stop screen sharing One person in the group open Survey #4A and shares the screen so all participants can see and answer as a group and submit one survey. - As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea. - If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas. - Once you submit your group submits your response, select the link to see all previous responses. - Does your group agree or disagree with the previous responses? - Find a response that is different than your group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's? - If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed and you'd like to rethink it! Repeat for survey 4B and rotate the responsibility to share the screen during your discussion. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSS Watch the video below and listen for the role of phenomena in the Framework and NGSS inspired classroom. Read the brief statements below the video about phenomena. Open Appendix E: Progressions within NGSS - Read the first page - Find your grade or grade band in document and explore the Disciplinary Core Ideas covered in the NGSS vision Open and complete survey 4B (they are each just 2 questions). In each survey: - Select if the statement is a phenomena or NGSS Disciplinary Core Idea - If you think it's a phenomenon, utilize the Reasoning Triangle to justify your ideas - Once you submit your response, you will see all previous responses and reasoning Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible "Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework" As a group: decide which two-part video set you will watch (choose elementary or high school). Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS One person opens "Survey #5" and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Individual Instructions (temporary and only for this early draft, please try to work in small regional group with at least two other OSP Learning Facilitators if possible)Open Appendix A: Conceptual Shifts in the NGSSread "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Read "Developing and Using Models - A Snippet from the NRC Framework" Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models Open Survey #5 below. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Approximate time: 20-30 minutes Components: reading, survey response Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online. Every member of the group picks and chooses different parts of the chapter that they are interested in reading and find relevant for their practice or their context. As you read: - Find three things you have learned (keep reading and exploring the text until you find three things new to you) - Look for two things you found very interesting and would like to discuss with your group. - Come up with one question you have about equity in the NGSS classroom. Each participant opens Survey #6. As a small group each participant shares their responses as the group goes through each prompt. Once you hit submit, choose to see the previous responses and, as a group, discuss how they were similar or different than your own responses. One person shares their screen and the group watches the video below. As Oregon Science Project NGSS Learning Facilitators you are an advocate for science, especially an advocate for science in elementary. It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5. In your group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students. Each participant opens Survey #7 and reflects on the prompt in a small group discussion, and then submits their own response. Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.	oercommons	2025-03-18T00:37:43.141529	04/11/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/13860/overview", "title": "Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity", "author": "Cristina Trecha" }
https://oercommons.org/courseware/lesson/52933/overview	LED Breakout Boxes with Java and Raspberry Pi Overview This project helps students gain experience and proficiency with different types of programming software and languages, such as Raspberry Pi and Java in the context of programming a wearable device. Students will learn how to build programs while working with a large group and utilizing different technologies. Section 1 This project helps students gain experience and proficiency with different types of programming software and languages, such as Raspberry Pi and Java in the context of programming a wearable device. Students will learn how to build programs while working with a large group and utilizing different technologies.	oercommons	2025-03-18T00:37:43.158606	04/02/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/52933/overview", "title": "LED Breakout Boxes with Java and Raspberry Pi", "author": "Marie Caniglia" }
https://oercommons.org/courseware/lesson/115479/overview	WRLC Implementation Guide Overview - Overview: - This guide overviews how our team is addressing digital accesibility and our goal plans to expand digital accessibility knowledge among the 9 institutions we engage with.	oercommons	2025-03-18T00:37:43.175008	04/23/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115479/overview", "title": "WRLC Implementation Guide", "author": "Brianna Chatmon" }
https://oercommons.org/courseware/lesson/83316/overview	Education Standards Nanotech Sensors Overview Determine whether a given example of living thing is using the characteristics of life. All the living things are capable of doing respiration to break down the food into its simplest and smallest form such as CO2, H2O, Ethanol or Lactic acid. Standards B.2.2 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. B.1.6 Determine whether a given example is living using the characteristics of life NGSS Standards: HS-ETS1-2.Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Learning Objectives Determine whether a given example of living thing is using the characteristics of life. All the living things are capable of doing respiration to break down the food into its simplest and smallest form such as CO2, H2O, Ethanol or Lactic acid. Materials - CNT (Carbon Nanotubes) Solution PSS (Polymer Styrene Sulfonate) that makes CNT soluble Electrodes (on the chip) Hot plate or table lamp as a source of heat Multimeter Plastic Dropper Alligator Clips Chemicals (Ethanol, Aceton, Water) Samples of spoiled grains/corps Procedure Hook/Set the Stage: Engage prior learning Hook: (Day 1) Nano SEM, (Day 2) Color Changing Nanoparticle Solutions / Quantum Dots (under a long wave UV light) (Day 3) The Scale of universe 2 https://www.youtube.com/watch?v=uaGEjrADGPA (Students) Credits This learning module was created by Ramazan Sevindik and Eyup Erdogan, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:37:43.200173	07/08/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83316/overview", "title": "Nanotech Sensors", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/109764/overview	Material: Person-First Language in the Classroom Quiz: Person-First Language in the Classroom Person-First Language in the Classroom Overview According to the Survey of Income and Program Participation (SIPP) data, approximately 54 million Americans have a disability. As a result, throughout your career as an educator, you will come into contact with individuals of different abilities. Learning to interact more effectively with people with disabilities can help expand educational practice and better serve all students. When educators use disability etiquette, students with disabilities feel welcomed and work more productively. The purpose of this educational resource is to introduce educators to Person-First Language and influence them to find ways to incorporate it into their daily lives, if not already used. This brief module has been designed with both novice and experienced educators in mind and includes a brief slideshow on Person-First Language, a short assignment, and a five-question quiz. Learning Objectives After this lesson, educators will be able to: - Define the term "Person-First Language". - Identify examples of Person-First Language. - Explain the effects of Person-First Language in the classroom. - List a variety of ways Person-First Language can be incorporated in the classroom.	oercommons	2025-03-18T00:37:43.218982	Lecture	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109764/overview", "title": "Person-First Language in the Classroom", "author": "Assessment" }
https://oercommons.org/courseware/lesson/70322/overview	Team Step Aerobics Overview A great activity for students to collaborate and be creative all while incorporating movement. Students will be asking to do this one again! Step Aerobics Lesson Topic: Team Step Aerobics Lesson Description: This is a fun way to introduce step aerobics to your class while incorporating communication, collaboration, and creativity in a group setting. Learning Goals/Outcomes: Students will be able to create a step aerobics sequence. Students will use teamwork, cooperation, communication and other networking skills to complete the task. Nebraska Standards: PE.HS.8.3.c Selects and performs multiple aerobic activities which provide enjoyment. PE.HS.8.3.a Exhibits etiquette, behavior, and respect for others while engaging in aerobic activity. Teacher Planning: Equipment/Materials Needed: Step Aerobic Boxes, A song with a good rhythm. ( Ex. Can’t Stop The Feeling from Trolls) Time Required for Lesson: 30-40 minutes. Diagram/Setup: Have a plan on how to split your Class into groups of 4. Each person in the group needs a box. Technology Use: YES _X NO Instructional Plan: Anticipatory Set/Pre-Activity: Before this group project begins you need to create your own 16 count step series to use as a demonstration for the activity. Ex: 2 slow basic right steps for an 8 count, 2 quick toe taps on top of step for a 4 count, 2 body squats for a 4 count. Benefits/Explanation/Real-World Connection: This activity gives students the opportunity to work as a team and collaborate which are essential social skills. This will also force them to communicate with their classmates and give them the chance to showcase their own personality. Activities (i.e. instructions, warm-up, lesson, cool-down): Instructions: - Have all students get a step aerobics box and spread out in your workout space. Making sure they have enough distance to perform the movements safely. - Teach the class your 16 count step routine. Go through it a few times until the majority of the class has it down. - Now split your class into small groups of four students. Have the students take their steps with them to their new group. - Explain to the class that each person in the group is going to create a 4 count routine for the step. The group will piece all four routines together to make a 16 count routine. - Play the music and let the groups collaborate and be creative for 5-8 minutes. Then remind them that they want to piece it together so it flows. (give them another 5 minutes to get that down) - Once groups have their routine down combine two groups of four together and form a group of eight. Have each group teach the other group their 16 count routine. Give them another 8-10 minutes to do this. Then tell the groups to put their routines together to make it a 32 count routine. (Give them 5-8 minutes to get that down. - Then have them add your 16 count routine to theirs. So now they will have a 48 count routine. - Finally, have one group volunteer to teach the entire class their 48 count routine. This will take the remainder of the class and you may not even get it down but the kids will be laughing and requesting to do the activity again. Closure: At the end of the class time remind the kids how fun it can be to workout with a group of friends. You can talk about how they are feeling mentally and emotionally after collaborating with their peers for the entire class time. Assessment : This is a good activity for assessing the standard PE.HS.8.3.a Supplemental Information: Modifications: -Teacher can design the workout to fit their personal class styles/preferences -Can do it dumb bells or weighted bars to make it a modified body pump workout too. Safety Precautions: Make sure students have proper space to complete the workout safely. Make sure students have workout shoes that can be tied. Comments (adaptations for various grades/ages, teaching styles, etc.) Students really enjoy this workout. I am sure you can modify it for any age group.	oercommons	2025-03-18T00:37:43.236956	07/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70322/overview", "title": "Team Step Aerobics", "author": "Michelle Fisher" }
https://oercommons.org/courseware/lesson/9950/overview	Flipped Class Room video 1 Finite Automata Overview A finite automaton (FA) is a simple idealized machine used to recognize patterns within input taken from some character set (or alphabet) C. The job of an FA is to accept or reject an input depending on whether the pattern defined by the FA occurs in the input. A finite automaton consists of: - a finite set S of N states - a special start state - a set of final (or accepting) states - a set of transitions T from one state to another, labeled with chars in C As noted above, we can represent a FA graphically, with nodes for states, and arcs for transitions. We execute our FA on an input sequence as follows: - Begin in the start state - If the next input char matches the label on a transition from the current state to a new state, go to that new state - Continue making transitions on each input char - If no move is possible, then stop - If in accepting state, then accept Preparation Flipped Class Room Activity: Students will watch some given videos before coming to the class. In class they have to solve problems based on the concept given in videos. There are two flipped class room activities. Problem Solving Afetr watching the video students have to solve some problems on NFA and DFA Learning Objective \| Assessment Strategy \| Expected duration (in min) \| Additional Instructions (if any) \| NFA Construction \| 1.Write an NFA to recognize strings in { a, b, c}* having ‘a’ as third last symbol \| 5 min \| WATCH VIDEO V2 \| NFA TO DFA CONVERSION \| 2. Convert the following NFA to a DFA δ 0 1 →p { p, q} {p} q {r} {r} r {s} Ф s {s} {s} \| 10 min \| WATCH VIDEO V2 \| Problem Solving Watch the given video in resource library and solve the following problems Learning Objective \| Assessment Strategy \| Expected duration (in min) \| Additional Instructions (if any) \| DFA Construction \| 1.Construct a DFA to accept the language L={awa\| where ∑= {a ,b}} \| 5 min \| WATCH VIDEO V1 \| \| 2. Design a DFA of strings which ends with 'ab‘ where ∑={a ,b} \| 5 min \| WATCH VIDEO V1 \| Assessment After completion of class attend the test on multiple choice questions Atend all the questions 1. Number of states of the FSM required to simulate behavior of the computer with memory capable of storing “m” words each of length “n” A. 2m B. 2mn C. 2m+n D. M2n 2. An FSM with A. One stack more powerful than no stack B. 2 stack more powerful than one stack C. Both A & B D. None of the above 3. If two finite state machines are isomorphic then A. M can be transferred to N merely relabeling its state B. M can be transferred to N merely relabeling its edges C. Both A & B D. None of the above 4. Power of A. DFSM and NDFSM are same B. DFSM and NDFSM are different C. DPDM and NDPDM are same D. DPDM and NDPDM are different 5. There are ________ tuples in finite state machine. A. 4 B. 5 C. 6 D.unlimited 6. Transition function maps. A. Σ * Q -> Σ B. Q * Q -> Σ C. Σ * Σ -> Q D.Q * Σ -> Q 7. Languages of a automata is A. If it is accepted by automata B. If it halts C. If automata touch final state in its life time D. All language are language of automata 8. Language of finite automata is. A. Type 0 B. Type 1 C. Type 2 D. Type 3 9. Finite automata requires minimum _______ number of stacks. A. 1 B. 0 C. 2 D. None of the mentioned 10. The basic limitation of finite automata is that A. It can’t remember arbitrary large amount of information. B. It sometimes recognize grammar that are not regular. C.It sometimes fails to recognize regular grammar. D.All of the mentioned	oercommons	2025-03-18T00:37:43.267038	07/21/2016	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/9950/overview", "title": "Finite Automata", "author": "Deepika Dash" }
https://oercommons.org/courseware/lesson/121123/overview	Two-Dimensional Design Overview Develop a passion for visual communication and learn new skills! In Two-Dimensional Design students of all abilities will master the fundamentals of visual composition, and the various ways artists and designers use visual language. Through the study of the elements and principals of design students will develop technical proficiency in a range of art media and find creative confidence in the expression of visual communication. This course approach fosters creativity through one-one-one instruction during time, written feedback, and group critiques. Art in digital centry Develop a passion for visual communication and learn new skills! In Two-Dimensional Design students of all abilities will master the fundamentals of visual composition, and the various ways artists and designers use visual language. Through the study of the elements and principals of design students will develop technical proficiency in a range of art media and find creative confidence in the expression of visual communication. My teaching approach fosters creativity through one-one-one instruction during time, written feedback, and group critiques. The class is a hybrid course that meets online and face to face. Students must attend class for full points. All lectures, demos, group discussions, group critiques, and assignments are contained in the course modules. You must complete all assignments by their specified due dates to earn full points in class. Please be mindful that if you do not complete any assignments for the first week of class you will be automatically dropped. Course Link--Canvas Commons Course Download--Common Cartridge Download this file to access the course in an LMS other than Canvas (Blackboard, Moodle, etc).	oercommons	2025-03-18T00:37:43.286632	Yujia Feng	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121123/overview", "title": "Two-Dimensional Design", "author": "Assessment" }
https://oercommons.org/courseware/lesson/75078/overview	Linear, quadratic, and exponential models and applications activity Overview This is a Desmos Activity that reviews linear, quadratic, and exponential models. It also includes applications such as perimeter, area, and rate of change. Linear, quadratic, and exponential models and applications activity I used this activity as a review for a quiz, but you can also use it as part of a lesson. Click on the link below to access the activity. You may present as is or copy and edit for your own use.	oercommons	2025-03-18T00:37:43.301161	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75078/overview", "title": "Linear, quadratic, and exponential models and applications activity", "author": "Assessment" }
https://oercommons.org/courseware/lesson/75040/overview	Nebraska Rivers Worksheet (1) Rivers Map Key Nebraska Rivers Overview Objective: Students will use a map to locate and label seven of Nebraska's rivers. Overview: This map activity is a fun hands on way for students to learn map skills. This lesson plan addresses the following NDE Standards:SS3.3.1 Explore where (spatial) and why people, places, and environments are organized in the world., SS3.3.1a- Identify and apply map elements, SS3.3.1.b Use a map to identify location and distribution of physical and human features., SS.3.3.1.d Locate specific places on maps and globes. EX: Missouri River, Platte River, FA 5.2.1.b Use observation, imagination and interpretation in creating artworks that reflect a variety of styles, themes, (glossary) and subjects. Task 1 Each student will need a copy of the Student Atlas of Nebraska or the teacher can project a digital copy of the student atlas (Request digital access to the Student Atlas or Nebraska here: https://ne150.org/education) or just a map of Nebraska showing the rivers. My class was provided the Student Atlas of Nebraska by our ESU. Have students locate where they live on the map. As a class discuss the which river/rivers are near your home. Student Atlas of Nebraska, copyright 2017 Geographic Educators of Nebraska. Direct all inquiries to Dr. Randy Bertolas at Wayne State College 1111 Main Street Wayne, NE 68787 raberto1@wsc.edu Materials List: Map key worksheet - included Map labeling worksheet - included Opitional: State of Nebraska cookie cutter Scupley clay Baking paper Cookie sheet to bake them Nebraska Student Atlas - request digital atlas here https://ne150.org/education Rubric - included Key Vocabulary: Map key Map Globe Slab -is a flat piece of clay that they will cut or create the shape of Nebraska out of. Coil - are the little worm-like forms they will make for the rivers. river Task 2 1. Each student will get a copy of the blank map key. 2. Each student will need 7 crayons: red, black, yellow, green, brown, blue, orange. - red - Missouri River, black - Republican River, yellow - North Loup River, green - Platte River, brown - South Platte River and blue - North Platte River, orange - Niobrara River Task 3 Option 1: 1. Students will complete the Nebraska rivers worksheet by coloring the rivers using the map key from Task # 2. 2. As a follow up student will create a 3D model of Nebraska and the seven rivers. They will use the colors we just assigned to each river and make a 3D model of Nebraska and the seven rivers using scupley clay. - Students will use the slab of clay create their 3D state of Nebraska or the teacher can purchase a State of Nebraska cookie cutter which makes the process way easier. - After they have flattened their slab of clay and formed the state of Nebraska, set it off to the side on a piece of baking paper with the students name. - Students will then start to form their coil for each river by rolling out a thin coil. They don’t need much of each color. It goes a long way. - They will use their map key and map worksheet to help them locate the rivers and place their coil on the correct place to represent the river. - Once completed the teacher will bake the 3D models to harden them. Option # 2 1. Student will create a 3D model of Nebraska and the seven rivers. They will use the map key from Task # 2. They will use the colors we just assigned to each river and make a 3D model of Nebraska and the seven rivers using scupley clay. - Students will use the slab of clay create their 3D state of Nebraska or the teacher can purchase a State of Nebraska cookie cutter which makes the process way easier. - After they have flattened their slab of clay and formed the state of Nebraska, set it off to the side on a piece of baking paper with the students name. - Students will then start to form their coil for each river by rolling out a thin coil. They don’t need much of each color. It goes a long way. - They will use their map key and map worksheet to help them locate the rivers and place their coil on the correct place to represent the river. - Once completed the teacher will bake the 3D models to harden them.	oercommons	2025-03-18T00:37:43.325437	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75040/overview", "title": "Nebraska Rivers", "author": "Assessment" }
https://oercommons.org/courseware/lesson/106329/overview	Justice in the Classroom & Determined: Middle School Chapter 4 Overview John Marshall Center for Constitutional History & Civics Sarah Waltman King, Richmond Public Schools Throughout the four centuries of history covered in Determined, access to education was at the heart of the African American struggle for equality. While slavery was legal, enslaved Americans were prohibited by law from being taught to read and write, and had no access to formal education. Following emancipation and the 13th Amendment, Black Americans temporarily enjoyed increased access to education, but those rights quickly evaporated under new Jim Crow laws. Under those provisions, Virginia and other southern states established “separate but equal” schools that segregated students by race, which resulted in unequal conditions for Black and White children. Despite these setbacks, African Americans continued to aggressively pursue their right to an education. What academic challenges and successes did Mary S. Peake and Barbara Johns experience throughout their lives? MARY S. PEAKE & BARBARA JOHNS: A FIGHT FOR ACADEMIC EQUALITY Directions: Use the link below to open the slideshow on your device. Force a copy by clicking the button that appears. Once you have the slides open, you can interact with the activities in the slides. Once finished, save your own copy of the slideshow to your computer/google account. https://docs.google.com/presentation/d/1S6a2QrarnwJgCVLvPbzAcqN0lyqtaDZwfqWk4TXZnNs/copy	oercommons	2025-03-18T00:37:43.339951	07/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106329/overview", "title": "Justice in the Classroom & Determined: Middle School Chapter 4", "author": "Woodson Collaborative" }
https://oercommons.org/courseware/lesson/91744/overview	Leadership OER: Talking to Anxious Students Overview Mountain Heights Academy: Leadership OER, presented by Lisa Cox Leadership OER: Talking to Anxious Students Talking to Anxious Students	oercommons	2025-03-18T00:37:43.360936	04/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91744/overview", "title": "Leadership OER: Talking to Anxious Students", "author": "Sarah Weston" }
https://oercommons.org/courseware/lesson/72417/overview	Subject : Library and Information Science P-15. Library use and user studies Module 20: IL: Definition, objectives and importance Types of IL Information Literacy Overview In today's information society a person is not in dearth of information but is suffering from information overload. It is most important to be able to get the right information at the right time. Information Literacy is a set of skills that can help a person to identify his/her information needs, search and locate the right information, and use it effectively. This module is developed for undergraduate students, to help the students to understand the what and why of information literacy. Information Literacy Basics Please give suggestions regarding content list and add relevant resouurces and further sections. - What is Information Literacy? - Why we need to be Info-literate? - Types of Information Literacy Skills - Benefits of being Info-literate Information Literacy: Standards and Models - Genesis and development of Information Literacy - International Standards of Information Literacy - Models of Information Literacy	oercommons	2025-03-18T00:37:43.381689	09/12/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72417/overview", "title": "Information Literacy", "author": "Neelam Thapa" }
https://oercommons.org/courseware/lesson/78476/overview	Changes in Temperature and Elevation Overview This lesson is designed for students to begin practicing adding integers in real world context. Students also create number line diagrams to support their thinking when adding integers. Brian-Based Lesson Jennifer Grubbs Lesson Objectives:Learners will be able to: \| \|\|\| \| Grade: 7thTime frame: 60 -90 minutes (1 day - 1 ½ days) \| Lesson Title: Changes in Temperature and Elevation \| \|\| \| Brain-based Strategies Used in the Lesson: Brain breaksColor-coding*Teach in small chunks \| Formative or Summative Assessments: Exit Ticket: Slide 10 \| \|\| \| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?Due to the nature of this school year, I have spiraled back to the 6th grade curriculum to re-introduce and re-explain the following topics: opposites, absolute value, ordering and comparing rational numbers. Typically this lesson would be two separate lessons, lessons 2 and 3, but due to the incorporation of 6th grade lessons, they are now combined to be the 4h lesson of Unit 5 in 7th grade. \| \|\|\| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing. \| \|\|\| \| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.6.NS.C: Apply and extend previous understandings to the system of rational numbers7.NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtractive rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.A.1.a: Describe situations in which opposite quantities combine to make 0. \| \|\|\| Technology used: \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 1 min \| Slide 1 of Desmos, Compute \| Review of learning goals for the lesson \| \| \| 5Mins \| Slide 2 of Desmos \| Warm-Up:Which set of arrows do not belong? Explain you choice.Give students about 2 ½ minutes to select which arrows do not belong and explain why. Teacher has options where they can snapshot select students’ work to share with the class or they can as the students to share their opinions about which set does not belong. It is extremely imperative to explain to the students that there is not a correct answer. \| \| \| 10 -15mins. \| Slide 3 of Desmos \| Introduce using number lines to add positive and negative numbers. Complete the first table together along with the number lines. Students will be introduced to using two arrows and a dot in their representation of addition on the number line, particularly focusing on the lengths of the arrows. Allow students to work on the second chart on their own, asking questions for about 5 minutes. Then as a group review the answers and have the students explain how to graph the addition equation on the number line. Focus on using the colors of blue and black to help with retention of the models, especially for the arrows. To improve memory use a red dot for the solution. \| \| \| 5 mins \| Hidden Meanings \| Brain break: Students will attempt to figure out the saying, TV show, etc from pictures and/or words. \| \| \| 10-12Mins \| Desmos Slides 5 and 6 \| Give students 7 minutes to work on their own. During this time, they can ask questions about things they do not understand. Students get instantaneous feedback on this slide, meaning the coding will let them know if they got their answers right. Take 3-5 minutes to ask for any questions or anything that students need clarified. \| \| \| 5 min \| Slides 3, 5, and 6 of Desmos- Wrap up \| \| \| \| 5 \| Sit/Stand \| Brain Break- Students will answer some quick rapid fire questions by either sitting or standing to show their choice. Some may include using other motions to represent their choice if given more than 2 choices. \| \| \| 2 Mins. \| Feedback: (How will the students provide feedback?) Group activity? Instructor feedback?Students will complete a quick Google Form evaluating how they felt about the lesson and their comfort level with the skill(s) taught in class. Instructor(s) can give feedback at any time during the lesson on any slide, except slide 4 and slide 7. Students will need to be reminded to check for the green box at the top of the slide to indicate that the instructor has provided feedback. \| \|\| \| Homework or in-class assignment \| Assessment(s): (assignments and/or activities) \| Remember to include all the materials necessary to teach the lesson. You can add them by pasting them below or providing links to them.	oercommons	2025-03-18T00:37:43.405724	Jennifer Grubbs	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78476/overview", "title": "Changes in Temperature and Elevation", "author": "Lesson" }
https://oercommons.org/courseware/lesson/76368/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in blah link your email or	oercommons	2025-03-18T00:37:43.427467	01/15/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76368/overview", "title": "College Comp", "author": "Julie Robinson" }
https://oercommons.org/courseware/lesson/97623/overview	Resource to do Math Overview Overview for how to do math Ivan_Na_Divan Math Math	oercommons	2025-03-18T00:37:43.444255	Ivan Shtepa	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97623/overview", "title": "Resource to do Math", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/76468/overview	The Unit Circle Overview These are the slides needed to teach the Unit Circle lesson. Included are talking points and examples.	oercommons	2025-03-18T00:37:43.460599	01/19/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76468/overview", "title": "The Unit Circle", "author": "Sunee Eardley" }
https://oercommons.org/courseware/lesson/86879/overview	Education Standards 2. Who Are We - Appreciating Diverse Backgrounds and Cultures Through Music (editable) SEL 3 Signature Practices Playbook \| CASEL SEL-Music Unit: Who Are We? Appreciating Diverse Backgrounds and Cultures Through Music Overview Through a sequence of activities using songs, creative movement, and picture books, students will learn about each others’ similarities and differences, gain an appreciation for cultural diversity, and identify ways that various social and cultural groups bring new ideas to society. Unit Overview Flexible Activities The activities in this unit are deliberately presented in a flexible format, so teachers can take an idea and adjust it for their unique teaching situations. Each main activity is followed by suggested follow up ideas. The broad state music standard listed here is “Performing,” but individual music teachers may prefer to adapt these activities to suit their own sequence and goals for their students. The CASEL SEL 3 Signature Practices Playbook - A Tool That Supports Systemic SEL provides best practice guidance for creating lessons using the 3 Signature Practices. Table of Contents Lesson 1 - Same and Different - Activity 1 - “Jump In, Jump Out!” - Activity 2 - Same, Same, but Different - Activity 3 - “Like” Charades - Activity 4 - Magic Ears Lesson 2 - Diverse Cultures - Activity 1 - “We Like Spinach” - Activity 2 - “Mary Wore Her Red Dress” Attribution and License Attribution This lesson was developed by Betty Baeskens, Northshore School District. SEL 3 Signature Practices Playbook copyright Collaborative for Academic, Social, and Emotional Learning (CASEL) and developed by the 2016-2017 Oakland Unified School District SEL Team based on the 2013 work of CASEL Consultant Ann McKay Bryson. \| License Agreement Social Emotional Learning: Standards, Benchmarks, and Indicators developed for the Washington Office of Superintendent of Public Instruction by the SEL Workgroup is licensed under a Creative Commons Attribution 4.0 International License. Washington Arts K–12 Learning Standards by the Washington Office of Superintendent of Public Instruction are licensed under a Creative Commons Attribution Non-Commercial 4.0 International License. Cover image by Albrecht Fietz from Pixabay License Except where otherwise noted, this lesson by Northshore School District is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.	oercommons	2025-03-18T00:37:43.489867	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86879/overview", "title": "SEL-Music Unit: Who Are We? Appreciating Diverse Backgrounds and Cultures Through Music", "author": "Lesson" }
https://oercommons.org/courseware/lesson/70462/overview	Ruminant vs. Monogastric Digestive Systems Overview This lesson presents students with information regarding the differences between ruminant and monogastric digestive systems. The project portion of this lesson allows students to work in small groups and get creative to demonstrate their knowledge of these two digestive systems. Digestive Systems Subject Area Plan \| \|\|\| Course: \| Large Animal Management \| \|\| Unit: \| Digestive Systems \| \|\| Subject Area: \| Monogastric vs Ruminant \| \|\| Materials, Supplies, Equipment, References, and Other Resources: \| Play-doh, large colored library paper, various classroom items, items provided by students \| \|\| Essential Question(s): \| How do monogastric digestive systems different from ruminant digestive systems? \| \|\| Objectives: \| Learning Activity 1 \| Estimated Time: \| 5-10 minutes \| Instructor Directions / Materials \| Brief Content Outline \| \| Intro activity: Guessing Game \| Show students pictures of each type of digestive system - have them try to guess what systems belong to what kinds of animals \| Learning Activity 2 \| Estimated Time: \| 20 minutes \| Instructor Directions / Materials \| Brief Content Outline \| \| Lecture \| With skeleton notes, teach students about the differences between ruminant and monogastric digestive systems. Allow for questions within the lecture. \| Learning Activity 3 \| Estimated Time: \| 15 minutes \| Instructor Directions / Materials \| Brief Content Outline \| \| Project explanation Students can use any materials they find in the classroom or at home (balloons, plates, play-doh, etc) \| Split students into groups of 3-4 (Each student will be assigned a specific task - for ex: labeling, finding materials to use, designing model, presenting to class, etc) Explain that students need to design their own 3D model of a ruminant and monogastric digestive system. They will be judged by an outside source on whose diagrams are the most creative and accurate. 1st Place: Extra 5 points on next test 2nd place: Extra 3 points on next test \| Summary (Reflection)- What did we learn and where are we going? \| Estimated Time: \| 1-2 minutes \| Students will write down 1-2 facts that they learned from class today in the “final thoughts” portion of their bell-ringer sheet. Think-pair-share with each other their final thoughts. \| Evaluation Based on the Learning Outcome Expressed in the Objective(s) \| Evaluation will take place via their project completion. \|	oercommons	2025-03-18T00:37:43.543478	07/27/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70462/overview", "title": "Ruminant vs. Monogastric Digestive Systems", "author": "Shaylee Truax" }
https://oercommons.org/courseware/lesson/91749/overview	Instructional Design OER: Don't Become THAT Teacher Overview Mountain Heights Academy Instructional Design OER; Presented by Julie Crisp Instructional Design OER: Don't Become THAT Teacher Mountain Heights Academy Instructional Design OER; Presented by Julie Crisp	oercommons	2025-03-18T00:37:43.558256	04/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91749/overview", "title": "Instructional Design OER: Don't Become THAT Teacher", "author": "Sarah Weston" }
https://oercommons.org/courseware/lesson/65730/overview	Navigation Support Document. reading_Hachiko Overview Navigation support documents are worksheets that list a set of websites with a task created around them aligned to a teaching objective. These worksheets can guide learners from one website/ webpage to the next asking them to perform certain learning activities using each link in order to achieve the objective. Reading Pre-Reading Activity https://www.youtube.com/watch?v=PKotol5koDA Watch the video given in the link given and then write a paragraph sharing your views on how it benefits to have a pet in your life. The Reading Go to the link given below and read the story about Hachiko, A Dog. https://www.usingenglish.com/comprehension/10.html Here’s another dog’s story. https://www.youtube.com/watch?v=1jLOOCADTGs What does the narrator say about having a pet? Discuss similarities and differences between the video and the text on Hachiko in terms of the story/idea/message that was portrayed in both of them. Post Reading Activity Watch the following video clips on two dogs, Max and Hachiko: Max: https://www.youtube.com/watch?v=4tgxoas-36Y Hachiko: https://www.youtube.com/watch?v=a1gfePW-6tE Similarities in Max and Hachiko \| Differences in Max and Hachiko \| \| \| \| \| \| \| \| \| \| \| \| \| \| \|	oercommons	2025-03-18T00:37:43.580356	04/29/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65730/overview", "title": "Navigation Support Document. reading_Hachiko", "author": "Kshema Jose" }
https://oercommons.org/courseware/lesson/121965/overview	Education Standards Grade 3 Lesson 5: Justice Includes the Environment Overview Working in pairs, students will learn about the environment, things that can harm it, and environmental justice. Grade 3 Lesson 5: Justice Inclusive the Environment Working in pairs, students will learn about the environment, things that can harm it, and environmental justice.	oercommons	2025-03-18T00:37:43.600491	11/15/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121965/overview", "title": "Grade 3 Lesson 5: Justice Includes the Environment", "author": "Elizabeth Schroeder" }
https://oercommons.org/courseware/lesson/70512/overview	Comparing Amounts using the Mole Concept Overview This activity is an instructional activity that can be used in AP Chemistry with Topic 1.1. The activity has students arrange samples with different units in three different ways to show that they know how to perform different mole problem calculations. Reviewing the Mole Students should have learned about the Mole Concept in first-year Chemistry. A couple topics they will need to know are how to calculate Molar Mass and how to perform basic mole problems. The links provided are to video playlists where students can choose videos to watch to review concepts previously learned. If students need review, they can pick and choose videos to help them re-learn material. In first-year Chemistry, you learned how to calculate Molar Mass from a chemical formula using the Periodic Table. You used the Mole Concept to convert from representative particles (atoms, ions or molecules) to moles to grams. Do you remember how to do this types of problems? The following are You Tube video playlists - please choose at least one video from each playlist to help you review these concepts. Practice These practice links are Quizizz solo practice links. Students should show work on paper in case they need help when a problem is incorrect. The practice is auto-checked by Quizizz so students get immediate feedback on their work. Now that you've reviewed a bit, try some practice to make sure you're on the right track! If you need any help on the practice, ask for help from your classmates or your teacher! Think, Pair, Share In this activity, students will make a copy of this document: 1.1 Think Pair Share Activity You will need to assign each student a letter (A-F), so they know what data set to use. They will need to rank the data in three different manners: - Increasing number of particles - Increasing mass - Increasing mole amounts While they are working, they should be writing their work down on paper to help them defend their answers and for you to check that they're doing the correct process. When they are done, have them match up with someone that had the same letter first - then they can check to see if they got the same answers. After that, have them pair with someone that had a different letter to see how they did their work. Remind students that there is always more than one way to get to the same answer! Here is a link with the answers to the Google Slides: 1.1 Think Pair Share Answers Now that you've complete a little bit of practice, let's see how you are doing! To complete this activity, click on the following link (it will force you to make your own copy) 1.1 AP Chemistry Think Pair Share Activity Your instructor will give you a letter (A-F), find that slide in the Google Slide Deck you just made a copy of. Once you've located your samples, use your knowledge of the mole concept to rank your samples in three ways: - Increasing number of particles - Increasing mass - Increasing mole amounts When you have that completed, find a partner to share your answers with. Be ready to defend your answers with calculations! Assessment This assessment will help you see the work that each student is doing plus the answer to check for understanding. Be sure to have them show all work! If you are in person, they can hand the work in for you to physically check. If you are virtual, create a space on your LMS to have them take a picture and submit their work. (Be sure to do this before giving the assessment) Other virtual ideas: use Flipgrid to have them video tape themselves doing their problems, type problems into a Google form and have them only type the answer in, enter questions into an LMS. Choose TWO of the following problems. Record all work and your answer on a piece of paper. How many atoms are there in 0.80 g of krypton? How many molecules are there in 0.400 g of carbon tetrachloride, CCl4? How many moles of iron are there in 0.220 g of iron? What is the mass of two moles of calcium atoms? How many moles of Ca will it take to have a mass of 20.0 grams? Take a picture of your work and submit it where your teacher asks you to submit it. Be sure to include the question number with your work! And do not forget to label your answer!!	oercommons	2025-03-18T00:37:43.622110	Julie Buerman	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70512/overview", "title": "Comparing Amounts using the Mole Concept", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/94961/overview	Education Standards Baseball & Softball Differences Basketball Officiating Communication Skills Conflict Management Fitness Principles (Journal #8) Getting Started in Officiating Journal #1 Seven Qualities of a Great Sports Official Journal #2 Qualities to Earn Respect Journal #3 16 Unwritten Rules of Officiating Knowing Your Legal Rights and Business Responsibilities Make Time for You (Time Management) Officials Observation Form Officials Regimen's (Journal #9) Officiating as a Career Officiating as a Career PPT Soccer Sports Officiating in PE Guide-FINAL Styles of Officiating Time Managment Understanding Your Legal Responsibilities Volleyball Sport(s) Officiating Physical Education Resources Overview This resource provides information around offering Sport(s) Officiating in High School Physical Education and available teaching resources. SPORT(S) OFFICIATING IN PHYSICAL EDUCATION: A Guide for Best Practices The purpose of this document is to provide physical education teachers and administrators resources, delivery options and requirements for sport(s) officiating certification within the Physical Education (PE) classroom. Material in this document is directly related to providing the knowledge, skills and certification necessary for students who wish to become a registered official with the Nebraska School Activities Association (NSAA). This document is a result of a collaborative partnership between the Nebraska School Activities Association (NSAA), Nebraska High School Officials Association (NHSOA), and the Nebraska Department of Education (NDE). The committee began work in February 2022. Teaching Resources For each sport offered, the following units of instruction are encouraged to be covered. . UNITS OF INSTRUCTION - Unit 1 – Getting Started in Officiating & Officiating as an Avocation - Unit 2 – Match/Game Protocol (before, during and after) - Unit 3 – Personal and Professional Skills (time management, conflict management, communication skills) - Unit 4 – Style(s) of Officiating - Unit 5 – Sport Specific Rules, Mechanics and Management - Unit 6 – Legal Rights and Responsibilities (business aspect) The following resources have been shared as a base for adaptation to your program. They can be used in whole, part or modified to best fit your offering of sport(s) officiating in Physical Education.	oercommons	2025-03-18T00:37:43.668553	Lacey Peters	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94961/overview", "title": "Sport(s) Officiating Physical Education Resources", "author": "Lecture" }
https://oercommons.org/courseware/lesson/100616/overview	ICT tools for RDBMS and Oracle Programming Overview To create a table in sql Creatting table in sql RDBMS and Oracle Programming CREATE TABLE table_name( column1 datatype, column2 datatype, column3 datatype, ..... columnN datatype, PRIMARY KEY( one or more columns ) ); CREATE TABLE is the keyword telling the database system what you want to do. In this case, you want to create a new table The SQL CREATE TABLE statement is used to create a new table. Syntax The basic syntax of the CREATE TABLE statement is as follows − CREATE TABLE table_name( column1 datatype, column2 datatype, column3 datatype, ..... columnN datatype, PRIMARY KEY( one or more columns ) ); CREATE TABLE is the keyword telling the database system what you want to do. In this case, you want to create a new table. The unique name or identifier for the table follows the CREATE TABLE statement. Then in brackets comes the list defining each column in the table and what sort of data type it is. The syntax becomes clearer with the following example. A copy of an existing table can be created using a combination of the CREATE TABLE statement and the SELECT statement. You can check the complete details at Create Table Using another Table. Example The following code block is an example, which creates a CUSTOMERS table with an ID as a primary key and NOT NULL are the constraints showing that these fields cannot be NULL while creating records in this table − SQL> CREATE TABLE CUSTOMERS( ID INT NOT NULL, NAME VARCHAR (20) NOT NULL, AGE INT NOT NULL, ADDRESS CHAR (25) , SALARY DECIMAL (18, 2), PRIMARY KEY (ID) ); You can verify if your table has been created successfully by looking at the message displayed by the SQL server, otherwise you can use the DESC command as follows − SQL> DESC CUSTOMERS; +---------+---------------+------+-----+---------+-------+ \| Field \| Type \| Null \| Key \| Default \| Extra \| +---------+---------------+------+-----+---------+-------+ \| ID \| int(11) \| NO \| PRI \| \| \| \| NAME \| varchar(20) \| NO \| \| \| \| \| AGE \| int(11) \| NO \| \| \| \| \| ADDRESS \| char(25) \| YES \| \| NULL \| \| \| SALARY \| decimal(18,2) \| YES \| \| NULL \| \| +---------+---------------+------+-----+---------+-------+ 5 rows in set (0.00 sec) Now, you have CUSTOMERS table available in your database which you can use to store the required information related to customers.	oercommons	2025-03-18T00:37:43.687406	02/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100616/overview", "title": "ICT tools for RDBMS and Oracle Programming", "author": "amirtham palaniappan" }
https://oercommons.org/courseware/lesson/68336/overview	Add an existing resource to the OSKB Overview Welcome to the Open Scholarship Knowledge Base! When you find that there is a gap in this knowledge base or have a good idea for a new resource to add, you can add your own by following this guide. This resource includes a how-to video showing the steps needed. It also includes written instructions on adding the resource, describing it, aligning it with the OSKB metadata, and making it discoverable. Flowchart of submitting a resource to the OSKB Review the OSKB Resource Eligibility Checklist Check that your resource is not already in the OSKB. Use the search bar at the top of the OSKB Landing Page. License and access Ensure that your resource open access. For example, check that there is no paywall or access restrictions. Ensure the resource contains license information. A license is information about what conditions of use and re-use are allowed for the resource. Check that your resource is openly licensed. For example, that it has a Creative Commons license or open source license. Type of material Assess whether the resource advances the educational aims of the OSKB. Ensure your resource can be used for teaching or learning. If your resource is software, data, packages, or other non-textbook or non-curriculum related materials, it should be submitted to the OSKB through Open Author. Check if you should make multiple submissions. For example, if you have a series of resources (podcasts, blog posts, lectures, videos, etc.), please submit them individually. Topic Assess whether your resource is related to teaching or learning the what, why, or how of open scholarship. See a list of relevant topic keywords here. Open Scholarship can be defined as: Behaviors that promote transparency and sharing of research including sharing data, code, and materials; study registration and preregistration; and, open access publishing. Open Scholarship includes “open science” or “open research.” If a resource if not openly licensed but is relevant to open scholarship, consider including it in the open scholarship reading list. Resources can be added in the discussion section. Locate and add the resource to the OSKB Watch our how-to video for adding existing resources Find the resource online - Any resource that you found useful to learn what, why, or how to practice open scholarship is welcome. All submissions will be reviewed by OER Commons staff and the OSKB community. Click “Add OER” - On the OER Commons site, click the “Add OER” button on the top right of the page. - Under “Submit from Web”, click the “Add Link” button on the right. Add the URL or DOI of the resource - Copy the URL or the resource and add it to the text box. If your resource has a DOI instead, you may use that. - Now click “Continue” Template for completing the Overview section of the Description For the Overview section of the resource Description, please follow the template below: Required Educational use: How can this resource be used for learning? For example, self-paced/independent learning, or classroom use. Abstract: If the resource has an abstract, please add the abstract text. Optional Audience: Level: Introductory / Intermediate / Advanced Prerequisites: None / Link to recommended prior reading or resource Edit the resource description Add and edit the resource description - Some fields will be auto-filled by a fancy OER Commons robot. Be sure to review those fields to make sure they are correct. - Author names can be separated by a comma or you can hit “Enter” between names. - Conditions of use is another way of saying license. Look for licensing information on your resource. If you find a Creative Commons license, select it here. If not, select “I do not see any of these”. - Select multiple options for your metadata fields whenever you wish. - Some metadata options are intended for the broader OER Commons community, which includes educational institutions beyond university and college, such as elementary schools. For example: - Primary User: If your resource could be used by educators and researchers, select “Teacher” and “Student” for these fields. - Most OSKB resources will be focussed on university and college teaching. If so, under “Education Level” select “Graduate / Professional” and you can skip the “Educational Standards” and “Grades” sections. Choose keywords that align with OSKB keywords - First, type keywords relating to the intended audience of your resource. Use multiple if you wish: - Educators - Funders - Librarians - Policy makers - Publishers - Research Administration - Researchers - Students - Other - Next, type keywords relating to the topics of your resource. Use multiple if you wish: - Altmetrics - Automation - Citations - Citizen Science - Clinical trial registries - Contributing - Controlled-access data - Copyright - Courses - Curriculum Change - Data Protection and Privacy - Data Repositories - Dissemination - Diversity, Inclusion, and Accessibility - Documentation - Ethics - FAIR Data - Funder Policies - Gender - Governance - Governmental Policies - Guidelines - Human Subjects Protection - Institutional Policies - Intellectual Property Rights - Licenses - Literate Programming - Maintenance - Metadata - Metrics - Open Access - Open Access Policies - Open Data - Open Data Policies - Open Education - Open Educational Resources - Open Government Data - Open Metrics - Open Scholarship Evaluation - Open Scholarship Guidelines - Open Scholarship Policy - Open Scholarship Tools and Technologies - Open Source - Open Standards - Organization - Organizational Change - Participatory Research and Innovation - Peer Review - Preprints - Preregistration - Public Engagement - Public Understanding of Science - Publisher Policies - Publishing Models - Registered Reports - Replication - Repositories - Research Code - Research Data Management - Research Data Management Policies - Research Data Management Services - Research Data Management Standards - Research Data Management Tools - Research Integrity - Science Education - Scientific Literacy - Standards - Statistics - Subject policies - Text and Data Mining - Version Control - Workflow tools - Workshops - Finally, select a high level topic word to align with the OSKB main collections. Use multiple if you wish: - Data - Education - Publishing - Policy - Materials - Analysis - Reproducibility Make your resource discoverable and submit for review Select an image - You may upload an image to your OSKB resource. - If you have an image from the resource itself or that relates, you may use that one. - You may also take a screenshot of the resource and use that image. Add your resource to a Group - Groups in the OSKB are related to shared aims, topics, regions, or disciplines. You may add your resource to a related Group if you wish. This will make it more easily discoverable by others! - Submit your resource for review.	oercommons	2025-03-18T00:37:43.718469	Erin Buchanan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68336/overview", "title": "Add an existing resource to the OSKB", "author": "OSKB Admin" }
https://oercommons.org/courseware/lesson/79073/overview	Learning Domain: Mathematical Practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Learning Domain: Mathematical Practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Learning Domain: Mathematical Practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and"Óif there is a flaw in an argument"Óexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Learning Domain: Mathematical Practices Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Learning Domain: Mathematical Practices Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 - 3(x - y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Cluster: Mathematical practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Cluster: Mathematical practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Cluster: Mathematical practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Cluster: Mathematical practices Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Cluster: Mathematical practices Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.	oercommons	2025-03-18T00:37:43.762902	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79073/overview", "title": "MPIR - Clothesline", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/90292/overview	Washington-Crossing-the-Delaware-George-Caleb-Bingham Resource for Educ Tech U.S. History 8th Grade Overview I created this as an assignment for one of my college courses as practice for making lessons and using OERs. The Revolutionary War: George Washington Today, we are going to look at George Washington and his role during the Revolutionary War. George Washington was the leader of the colonial forces and became a highly respected general during this time (as you should know by now). Yesterday, I had you read a chapter out of our textbook that covered Washington. Please review that chapter before doing today's tasks. Your tasks for today are 1) explore the resources that I have provided and 2) get into groups of two-three people and, together, write a two page paper. The paper should be an opinion peice of what it may have been like to be under George Washington's command. One of the resources is a painting of George Washington and his troops. While looking at the painting try to predict what the soldiers are thinking based off how they are pidicted in the painting. This should help you place yourself in their shoes. The other resource is a website that lists ten facts about Washington during the war. It shows his challenges, triumphs, relationship with soldiers, and many other things that I believe are beneficial for you to be aware of for you to try and understand how someone felt to be under Washington's command.	oercommons	2025-03-18T00:37:43.780992	02/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90292/overview", "title": "U.S. History 8th Grade", "author": "Chandler Standridge" }
https://oercommons.org/courseware/lesson/90286/overview	Super Slideshow Overview See Power point See PowerPoint PPTX Copy_of_How_to_Create_SUPER_SLIDESHOWS_Grades_5-8_uWVS9ip (17) Download	oercommons	2025-03-18T00:37:43.805754	02/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90286/overview", "title": "Super Slideshow", "author": "Susan Kelly" }
https://oercommons.org/courseware/lesson/21391/overview	Education Standards The cell. Lesson description Microscopic observation instructions Pair Activity Summary Activity The cell master award The cell: Animal cell and plant cell comparison Overview The smallest unit of life is the cell. Cells are tiny factories that work with incredible precision. All living organisms consist of one or more cells. Regardless of their shape and form, which vary greatly, in each cell we can distinguish common organelles. The two most important cell categories are animal and plant cells. In this lesson, we will talk about the similarities and differences of the organelles found in animal and plant cells as well as their functions. Introduction (5 minutes) Brainstorming: Teacher shows students a collage of photographs of animal and plant cells, and asks them what they think they are. Teacher writes student responses on the board. Photographs' URLs: https://www.flickr.com/photos/montshiremuseum/4520938556/in/photolist-7tdAth-ca3N59-8bVDuL-jBjftx-a2M7C2-8vadEq-bAiEZy-aWoAr4-dYehzg-o6jjwv-emZC21-dYjZ4W-ehg2g-cWnvWE-7GA2wD-8bSiF2-mAQdFq-9vBjxj-dYjZ7N-82eC8C-dYeBrK-bAiLXS-dYehHM-fnGkte-4VhzC-ca47XL-iT3m2n-4VhzF-92fevM-o34zxP-ckQaFo-42tifp-i7rcq8-5VF5WE-dd59gW-dd55bx-e2MnG2-dawnSU-eK2WzP-7TuZwu-mbQKF5-fb1Zmt-27TvVk-dYjZcG-AaQPAp-dYehNB-WTKs5h-mbNYWi-e2T7US-8oK74f https://www.flickr.com/photos/kaibara/4966621857 https://pixabay.com/el/%CE%BC%CE%B9%CE%BA%CF%81%CE%BF%CF%83%CE%BA%CF%8C%CF%80%CE%B9%CE%BF-%CE%B1%CF%87%CE%B9%CE%BD%CF%8C%CF%82-1276131/ https://pixabay.com/el/pomiformis-bartramia-%CE%BA%CF%8D%CF%84%CF%84%CE%B1%CF%81%CE%B1-895203/ https://pixabay.com/el/barbilophozia-floerkei-%CE%BA%CF%8D%CF%84%CF%84%CE%B1%CF%81%CE%B1-895150/ Introductory image: https://cdn.pixabay.com/photo/2016/11/10/02/47/blood-1813410_960_720.jpg What do you see in these pictures? Teacher shows students a photograph of Amoeba, a single-cell organism, and explains that it is the simplest form of life. Photograph URL: https://www.flickr.com/photos/67725936@N05/6167894750/in/photolist-ap35dW-fuLKx-a5CeCx-71vWyc-5gWgdc-7t8ttP-5wb4FT-8Myiqw-nztEr2-dyg3Qo-bbNcWn-97yYpy-kh9dH-5Mwk4L-sDXRn-qnfZzN-daPKDS-23r33Qv-rEwcKs-4BYHUQ-6PT9Ze-8Pp9DT-7WMGY-qHQAcM-CYpDa-7wXXr2-uwHQG-4E6KR9-3aV3Qf-7jSVDh-FxnPc-4S9eDu-5nzDus-8ea5VJ-bESAkm-8B7Vpg-9iJvvp-7wXXpe-pWjb9L-8AN6Ud-24PkMU-Fyr6e-cMV8FQ-23cVB1p-VFxYqN-T1K9U5-8twH6H-cEbVKb-WbUtas-hjj4np/ Do you know what is this? This is Amoeba. It is a single-cell organism. This is a life. You cannot see it n bare eyes but still it is a life. The simplest form of life. How small do you think an organism can be? Before the discovery of the microscope, the answer to this question was a well-hidden secret. Today we know that the cell is the smallest unit that can feed, breathe, reproduce, namely, to display the characteristics of life. For this reason, the cell is characterized as the basic unit of life. Just as a building consists of many bricks, so does a plant or animal consists of many tiny cells. That is why organisms such as plants and animals are called multicellular. There are also unicellular organisms, such as amoeba, which consist of a single cell. These organisms are only visible with the help of a microscope. Presentation (15 minutes) Teacher informs students that the lesson is about the cells found in animals and plants and their similarities and differences. Teacher discusses the two types of cells, animal and plant cells, and with the use of a projector, teacher shows them a video that describes the organelles of the two types of cells. He/she pauses the video in order to clarify possible questions. Video URL: https://www.youtube.com/watch?v=3nBtY6LR030 There are two types of cells, animal and plant cells. In the following video, you will learn about the organelles that are inside the cells. Teacher informs students that apart from the organelles they watched in the video, there are also Lysosomes and Peroxisomes. Both of these organelles are found in animal cells and are responsible for the breaking down of the cell's waste to clean it up and to salvage any material the cell can use. This means that they are the recycling station of the cell. Peroxisomes, also found in plant cells, are involved in photorespiration. Apart from the organelles you watched in the video, there are also Lysosomes and Peroxisomes. These organelles are found in animal cells and are responsible for the breaking down of the cell's waste to clean it up and to salvage any material the cell can use. This mean that they are the recycling station of the cell. Peroxisomes, also found in plant cells, are involved in plant processes such as photorespiration. Implementation (15 minutes) Students are divided in two teams. In each team there is a plant cell group and an animal cell group. They teams with compete each other, one group at a time, about who will complete first the matching game found in the following links: Animal cell game: http://www.sheppardsoftware.com/health/anatomy/cell/cell_game.htm Plant cell game: http://www.sheppardsoftware.com/health/anatomy/cell/plant_cell_game.htm Depending on the class equipment, the game can be played on one computer while teacher times each group, or on two or more computers simultaneously. A student can play the role of the judge. Teacher prints and cuts the award template, one for each student. At the end of the game the winning team gets the cell master award. Introductory image: https://cdn.pixabay.com/photo/2012/05/07/14/58/view-48543_960_720.png You will be divided in two teams. Each team will consist of two groups, the plant cell group and the animal cell group. One of you will be the judge. Your goal is to finish the matching games faster than the opponent team. The winning team will be crowned THE CELL MASTER! Follow the links below to play the games. Good luck! Animal cell game Plant cell game \| 1st Team Name \| 2nd Team Name \| \| \| Animal Cell Group Time: \| \|\| \| Plant Cell Group Time: \| \|\| \| SUM: \| Check (15 minutes) Teacher pairs students and distributes the check activity. Students collaborate in order to find the organelles that are only in plant cells, the organelles that are only in animal cells, and the organelles that are in both cells, and to match each organelle to its function. After the completion of the activity, teacher projects the page on the white board and asks students to write the right answers. When the activity is finished students correct their errors. Introductory image: https://cdn.pixabay.com/photo/2016/08/20/21/43/animal-cell-1608621_960_720.png Work with the classmate sitting next to you in order to find which of the organelles are only in plant cells, are only in animal cells, and are in both cells; match each organelle to its function. Optional task: Microscopic observation of animal and plant cells (30 minutes) Depending on the school equipment, the teacher, within the context of this lesson, can show students how animal and plant cells are using a microscope. The most suitable for observation is cheek cells and onion skin. Teacher follows the instructions described in the link below: Introductory image: https://cdn.pixabay.com/photo/2016/11/11/20/03/microscope-1817641_960_720.jpg Students, one by one observe the specimens. The cells can be drawn on the whiteboard by the teacher or a student. Your teacher will follow the instructions and prepare specimens of animal and plant cells. You will take turns observing. The findings will be drawn on the whiteboard. Summary (10 minutes) Individual activity. Teacher distributes photocopies of a summary activity. Students are asked to label the organelles of a plant and an animal cell. Introductory image: https://cdn.pixabay.com/photo/2017/12/13/14/19/mitochondria-3016868_960_720.png In this activity you are asked to label the organelles of a plant and an animal cell. Teacher goes back to the initial brainstorming of the question in Task 1, and discusses students' initial responses. He/she concludes to the importance of each cell separately but also their communication and collaboration. How is it possible for a tiny cell to survive and perform its functions? How is it possible for a multicellular organism, such as a man or a pine, to survive without "messing up" the functions of its innumerable cells? If you think about what happens to the city houses, you will also understand the secret of the cells of a multi-cell organism. Each house is separate, but everyone communicates in a variety of ways (telephone and electricity network, water supply and sewerage network, etc.). So cells can also provide energy, maintain their internal organization, and communicate with their environment and "cooperate". These capabilities are ensured by the structure and functions of the cell.	oercommons	2025-03-18T00:37:43.841152	03/01/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/21391/overview", "title": "The cell: Animal cell and plant cell comparison", "author": "Koni Drampala" }
https://oercommons.org/courseware/lesson/115159/overview	Frisbee Math Overview Your and your team will calculates angles by throwing a frisbee at a target. Frisbee Math Students will calculate using trig functions.	oercommons	2025-03-18T00:37:43.857926	04/12/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115159/overview", "title": "Frisbee Math", "author": "Gina Chapman" }
https://oercommons.org/courseware/lesson/118713/overview	Soybean Seed Requirements Overview Soybean Seed Requirements Soybean Seed Requirements Soybean Seed Requirements	oercommons	2025-03-18T00:37:43.874361	08/04/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118713/overview", "title": "Soybean Seed Requirements", "author": "Colin Kubik" }
https://oercommons.org/courseware/lesson/79563/overview	Cascading New Knowledge Overview One of the activities is to prepare cards written on them a piece of information about a country such as: 1- students are divided into groups of 4. 2 - One of the group takes a card written on it a piece of cultural information about a country. 3- The group decide together rather this information is correct or wrong within a certain time. 4- Teacher or somebody from another group( if possible) corrects the mistakes. 5- Groups take turns in taking cards. 6- The more the activity goes the more challenging the information is. The activity aims to teach students about other cultures as knowledge is provided through competing, not to mention that students do learn more from each other "discussions". I think this activity is quite entertaining and informative for both teachers and students. On the other hand, teachers have to prepare well before applying such activity as the teacher can add extra information at any stage. This activity can cover the three types of materials regarding the type of the given information. Yousra Rahwma One of the activities is to prepare cards written on them a piece of information about a country such as: 1- students are divided into groups of 4. 2 - One of the group takes a card written on it a piece of information about a cultural information country. 3- The group decide together rather this information is correct or wrong within a certain time. 4- Teacher or somebody from another group( if possible) corrects the mistakes. 5- Groups take turns in taking cards. 6- The more the activity goes the more challenging the information is. The activity aims to teach students about other cultures as knowledge is provided through competing, not to mention that students do learn more from each other "discussions". I think this activity is quite entertaining and informative for both teachers and students. On the other hand, teachers have to prepare well before applying such activity as the teacher can add extra information at any stage.	oercommons	2025-03-18T00:37:43.887374	Yousra Rahwma	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79563/overview", "title": "Cascading New Knowledge", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/116996/overview	Education Standards Customize Presentation on Canva Designing Aluminum Foil Boats & Competition Lesson Plan Designing Aluminum Foil Boats & Contest Overview In the aluminum foil boats challenge, elementary students learn about buoyancy by creating boats from aluminum foil. They experiment with different shapes to see which can hold the most weight before sinking. This fun activity teaches them about balance and how things float. The lesson ends with a competition, where students add weights to their boats and discover which designs work best. Introduction Subjects: • Science • Engineering • Math Time: 60-90 minutes Skills: • Teamwork • Problem-solving • Measurement • Engineering Design Process Learning Objective/Goal: - Understand the basic principles of buoyancy and density. - Apply engineering concepts to design and build a boat that can hold the maximum weight without sinking. - Evaluate the design and performance of their boats. Materials Needed: - Aluminum foil (sheets of approximately 12 inches by 12 inches) - Weights for testing (e.g., pennies, marbles) - Large container of water (e.g., plastic tub, sink) Background Boats float on water because their shape allows them to displace enough water to counteract their weight. Understanding buoyancy and density is crucial in designing boats that can hold weight without sinking. Activity Introduction - Introduce the concept of buoyancy and how boats float. - Explain the challenge: Students will design and build a boat using only aluminum foil to hold the most weight without sinking. - Show the class the objects that will be used as weights, other materials, and example boat designs Construction: - Provide each team with one or two sheets of aluminum foil (or more). - Students should start building their boats according to their designs. - Encourage teamwork and problem-solving as they encounter challenges. Testing: - Each team will place their boat in the water in the large container with water and gradually add weights until the boat sinks. - Record the weight each boat holds and note the design features. Redesign - Ask the students what they would like to change about their boat design and to brainstorm new features they could add - Have them make a new version of the boat with the updated features and new design - Retest this design and see if it can hold more weight than the first This process of construction, testing, and redesign can occur more than once, the goal is for students to understand the fundamentals and that the process is not linear. Extra Tips for Students: - Use the aluminum foil efficiently and strategically to ensure your boat is strong and buoyant. - Think creatively about the design and aesthetic aspects of your boat. Tips for Teachers: - Have example designs of boats or pictures for students to look at - The more rounds there are, the more materials students will need - Other materials such as craft supplies can be added but this lesson mainly focuses on boats made solely from aluminum foil Extensions: - Integrate a math lesson by having students calculate the volume and surface area of their boats. - Have students present their designs in front of the class - Make other constraints, such as a character/figurine cannot get wet or that the boat can only be a certain length, etc.	oercommons	2025-03-18T00:37:43.916461	06/19/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116996/overview", "title": "Designing Aluminum Foil Boats & Contest", "author": "Annabel Lee" }
https://oercommons.org/courseware/lesson/71114/overview	OSPI-WaKIDS-Activity Knowledge of Print OSPI-WaKIDS-Activity Writing Name OSPI-WaKIDS-Choice Board Classifying OSPI-WaKIDS-Choice Board Counting OSPI-WaKIDS-Choice Board Letter Recognition OSPI-WaKIDS-Choice Board Numerals and Quantities OSPI-WaKIDS-Choice Board Quantifying Option 1 OSPI-WaKIDS-Choice Board Quantifying Option 2 OSPI-WaKIDS-Choice Board Thinking Symbolically OSPI-WaKIDS-Goal Planning and Reflection Sheet Remote Learning Plan Bellingham Public Schools-8-17-20 Sample Pacing Guide Option 1-final Sample Pacing Guide Option 2-final Sample Pacing Guide Option 3-final WaKIDS Family Tools and Choice Boards Overview Washington Office of Superintendent of Public Instruction created WaKIDS resources to support kindergarten families and teachers with remote learning including the Goal Planning and Reflection Sheet, Choice Boards, and Discussion Prompts, Look Fors, and Observational Activities. Kindergarten children are not yet able to manage their learning independently, so it will be important to establish goals together with the key adults who will help them engage in remote learning. The Goal Planning and Reflection Sheet is intended be co-created with the child, their parent/guardian and teacher during meeting times. The other resources assist families and teachers to identify learning activities that offer opportunities for observation and assessment of skills, knowledge, and behavior. Goal Planning and Reflection Sheet Kindergarten children are not yet able to manage their learning independently, so it will be important to establish goals together with the key adults who will help them engage in remote learning. The Goal Planning and Reflection Sheet is intended be co-created with the child, their parent/guardian and teacher during meeting times. It has room to include goals identified by the child and their parent/guardian learning objectives designed to help inform WaKIDS. Filling it out together, the family can work with the teacher to determine when in their daily routine children will have the opportunity to work on their goals, as well as documentation that can be collected to help inform the WaKIDS assessment. At one of the next regular check-ins, review the goals with both the child and the parent/guardian. The number of goals included and the amount of time before reflecting on the goals should also be jointly decided. Be sure to include goals that include play and get students active! Stay tuned: This resource will be available in 9 languages: Chinese, Khmer, Korean, Punjabi, Russian, Somali, Spanish, Tagalog, and Vietnamese. OSPI Choice Boards Choice boards include a variety of activities associated with objectives assessed as part of the whole-child assessment component of WaKIDS. Laid out in a table, they are filled with fun activities that kindergartners can choose from to build skills and manage their own learning. Choice Boards can be used with the Goal Planning and Reflection Sheet and Discussion Prompts, Look-fors and Observational Activities to engage parents/guardians in learning activities that may inform the WaKIDS assessment. Stay tuned: This resource will be available in 9 languages: Chinese, Khmer, Korean, Punjabi, Russian, Somali, Spanish, Tagalog, and Vietnamese. Bellingham Public Schools Remote Learning Early Childhood Framework Bellingham Public Schools has developed a Remote Learning Early Childhood Framework that includes kindergarten schedules for remote learning that other districts may find helpful in designing/adapting their own plans. For more details, please review the WaKIDS Implementation Guidance for Teachers 2020-21. Sample WaKIDS Pacing Guides OSPI provides three sample pacing guides to support kindergarten teachers in the WaKIDS assessment with remote learning. DREME At-Home Early Math Learning Kit We are the DREME (Development and Research in Early Mathematics Education) Family Math team, and we want to help families and the professionals who support them during the COVID-19 crisis and beyond. We know that for families, this time is filled with many stressors and we want math learning time to be enjoyable. Our goal is to give families ideas that are fun, easy to implement, require no special materials, and can be folded into daily life rather than feel like an extra task. We’re offering a set of free early math resources for children from birth to age 8 years. Available in both English and Spanish! Included in the PDF kit are: - Tips for Reading: If you’re reading books with your children, here are some tips for bringing math into storybook time. - Recipes: If you’re in the kitchen preparing food, these two easy recipes for cookies and personal pizzas allow families to start math conversations while cooking. - Math Snacks: If you have just a few minutes as you go about your day, check out these brief ideas for uncovering and talking about math in everyday moments, like cleaning up toys or getting ready for bed. - Card Games: If you have a deck of playing cards and 10-15 minutes, take a look at these directions for four card games that are fun and allow children to practice skills like adding and comparing numbers. Tell Us: How Are You Using and Sharing the Kit? Feel free to download these resources and share them widely. We know that families are amazing innovators and we would love to hear how they are using and adapting these resources. Please send your stories and questions to contactdreme@stanford.edu. Stay tuned for more learn-at-home resources in the coming months. For more activities and ideas, visit the DREME Family Math website at familymath.stanford.edu. We will be adding new early math content for families soon, so keep checking back!	oercommons	2025-03-18T00:37:43.955186	Gretchen Stahr Breunig	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71114/overview", "title": "WaKIDS Family Tools and Choice Boards", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/61017/overview	Analog vs. Digital Waves Overview This lesson follows the NGSS standards for reviewing analog and digital waves. Students will be able to review the differences and similarities of analog and digital waves. Students will also be able to review how signals sent as analog or digital waves are used. Analog vs. Digital waves This lesson follows the NGSS standards for reviewing analog and digital waves. Students will be able to review the differences and similarities of analog and digital waves. Students will also be able to review how signals sent as analog or digital waves are used.	oercommons	2025-03-18T00:37:43.972568	John Newman	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61017/overview", "title": "Analog vs. Digital Waves", "author": "Reading" }
https://oercommons.org/courseware/lesson/65221/overview	Byrdseed TV Free Resources National and/or Global Overview Resources available for nationwide and/or global access. Gifted Parents This website is exclusively for parents of gifted children and intended to provide a network of families with shared dynamics become better connected and informed. The mission of the Gifted Parents is to establish, maintain and utilize a global network of member parents to be better connected and informed to increase the chances of providing a strong foundation for a happy and successful future for our children. Byrdseed & Byrdseed TV Byrdseed.com describes itself as a resource for teachers, however, I know parents who use this website to learn more about the social-emotional needs of their gifted children, as well as a resource for home learning. who work with gifted and talented students. The author of the website, Ian Byrd, has taken his experience as a gifted child and a former teacher of gifted students (2006-2012) to create Byrdseed.com and Byrdseed.tv. Byrdseed.com is where families can learn the social-emotional challenges of gifted children and how to support those challenges both in school and at home. Byrdseed.tv is where parents can find engaging learning opportunities for their children at home. Over 350 ready to use, video formatted lessons are abundant and available through a membership. Membership is priced at $119.00/annually or $12.99/monthly. Tools To Grow Tools to Grow is a very in depth website with resources for a wide range of professionals working with children in a pediatric therapy setting. Gifted children commonly exhibit the need for support in areas such as sensory processing, gross/fine motor skills, handwriting, executive functioning, and social skills, this website is extremely valuable to anyone working directly with gifted children. Various resources combine academic curriculum with strategies to support children in the previously listed areas. There are both free resources and membership only resources. Membership for an individual account is $49.99/annually.	oercommons	2025-03-18T00:37:43.992395	04/14/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65221/overview", "title": "National and/or Global", "author": "Julie Cronin" }
https://oercommons.org/courseware/lesson/69266/overview	Powerpoint Rainforest as Habitats PowerPoint Overview Why should I use this Rainforest as Habitats resource? Perfect for whole-class teaching, this PowerPoint is the ideal resource to get your teaching of rainforests and habitats started. Complete with detailed information on rainforests and their characteristics, use this PowerPoint to support your teaching on this topic. The Rainforest as a Habitat Perfect for whole-class teaching, this PowerPoint is the ideal resource to get your teaching of rainforests and habitats started. Complete with detailed information on rainforests and their characteristics, use this PowerPoint to support your teaching on this topic. Use the question prompts to start class discussions and take a look at our Rainforest Animal Fact Files for a deeper dive into this habitat. What does this Rainforest as Habitats resource cover? This PowerPoint covers the locations of rainforests around the world and which continents that they're found in. You'll also be able to teach children about the layers of the rainforest using this PowerPoint. In addition, there are slides teaching about the animals that inhabit the rainforest and which layer they live in. Layers of the rainforest Emergent Layer: this is made up of the tallest trees in the rainforest, reaching up to 70 metres tall. Canopy: this is the dense leafy layer that's around 40 metres tall. The Understorey: this layer consists of leafy bushes and smaller trees that are entwined with vines. Forest Floor: the carpet of dead leaves that forms the basis of this shaded layer.	oercommons	2025-03-18T00:37:44.011715	07/02/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69266/overview", "title": "Rainforest as Habitats PowerPoint", "author": "David Jose" }
https://oercommons.org/courseware/lesson/14397/overview	Oregon Science Project Hybrid Module #2 - Talk & Equity Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students Why Is Science Talk Important? Individual Work C Module #2 Components: Task #1 - Why is Science Talk Important? Individual Work Task #2 - Why is Science Talk Important? Group Reflection and Discussion Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion On Your Own: Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2 Questions driving our work together in this module: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that it is the teacher's framing of the classroom that is essentail for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public. "I can do science." "I want to do science." "I belong." Please click on the resources below that best relate to your practice and interests. As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. You will need to use these resources to complete Survey #1 at the end of this task below. Once you have completed that survey, you can proceed to Task #2. Primary Resources to Complete this Task Upper Elementary Resources to Complete this Task Secondary Resources to Complete this Task Survey #1 - complete after engaging with relevant resources Why is Science Talk Important? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Survey #2 Why is Science Talk Important? Group Reflection and Discussion What Does Science Talk in the Classroom Look Like? Individual Work c On Your Own: Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School. Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) Secondary Discourse Primer (read pages 5-14 paying attention to "discourse moves") There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. Survey #3 Group Reflection and Individual Survey How Do We Increase Student Science Talk? How Do We Show Others? Individual Work c On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS. Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. Please complete this task analysis survey below on your own by imagining a hypothetical group of students. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task to create and analyze that could provide opportunities for productive participation by students by engaging them in NGSS practices. Remember, the task should be very small requiring only 10-20 minutes of work by students. Any larger grain size of task and the task analysis is no longer a useful tool. We are having you use the storyline as a tool because it covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be at a very small grain size in comparison to the gigantic performance expectations. You will be crafting the task with the support of your small group in Task #5. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. Collaboratively complete Survey #4. Utilizing your experience learning more about framing, productive partcipation norms, and task analysis please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and you will be able to see others' tasks as well. Survey #4: Collaborative Survey for Task Creation Here is an image of the 3 dimensions to quickly reference as you create your tasks. Collaboratively complete Survey #5. Each person will have the group analyze their newly created task and then each person submits their survey for their task only. Directions on survey. Survey #5: Collaborative Survey for Analysis of Your Tasks Once everyone has completed the surveys and the discussion has wrapped up: Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:37:44.041632	05/27/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/14397/overview", "title": "Oregon Science Project Hybrid Module #2 - Talk & Equity", "author": "Cristina Trecha" }
https://oercommons.org/courseware/lesson/118919/overview	Presidential Debate Guide Presidential Debate Guide Overview Lesson Plan outline for introducing Presidential Debate. Teachers will help establish the context for the purpose and history of Presidential debates. Outline includes sample note-taking format on style and substance of the debate. Debate Guides PDF Lesson Outline and Viewing Guide for preparing for, watching, and discussing a Presidential Debate. PDF Debate and Social Media Lesson Plan	oercommons	2025-03-18T00:37:44.060003	Amit	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118919/overview", "title": "Presidential Debate Guide", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/106217/overview	How Difficulty Producing the /ɹ/ Phoneme Impacts Mental Health and Social Interaction Overview Since the /ɹ/ phoneme is difficult to produce and may be complex to instruct due to the different tongue positions, as well as the puzzle-like nature in figuring out whether the client uses a bunched or retroflexed tongue position, I pose the following question: For individuals who have difficulty producing the /ɹ/ phoneme, is there a greater impact on mental health, self-esteem, and social interaction in comparison to those who have difficulty with phonemes that are not the /ɹ/ phoneme? How Difficulty Producing the /ɹ/ Phoneme Impacts Mental Health and Social Interaction See attatched file.	oercommons	2025-03-18T00:37:44.076588	Psychology	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106217/overview", "title": "How Difficulty Producing the /ɹ/ Phoneme Impacts Mental Health and Social Interaction", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/105258/overview	PORTFOLIO ASSESSMENT Overview It provides a comprehensive overview of a student's progress, achievements, and growth in multiple areas of learning. Rather than relying solely on exams or tests, portfolio assessment emphasizes the documentation and reflection of a student's learning journey. jsjs	oercommons	2025-03-18T00:37:44.092319	06/14/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105258/overview", "title": "PORTFOLIO ASSESSMENT", "author": "Jelah Mae Obiedo" }
https://oercommons.org/courseware/lesson/106473/overview	OREGON MATH STANDARDS (2021): [6.AEE] 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: 6.AEE.A.1 Cluster: 6.AEE.A - Apply and extend previous understandings of arithmetic to algebraic expressions. STANDARD: 6.AEE.A.1 Standards Statement (2021): Write and evaluate numerical expressions involving whole-number bases and exponents. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 4.OA.B.4, 5.OA.A.1 \| 6.AEE.A.2, 7.AEE.B.3, 8.AEE.A.1 \| 5.NBT.A.2 \| 6.EE.A.1 6.AEE.A Crosswalk \| Standards Guidance: Teaching Strategies - Extend previous understanding by using brackets and parentheses and order of operations and exponents. - Students should interpret real-life, mathematical situations to write and evaluate numerical expressions. Progressions - In Grade 6 [students] start to incorporate whole number exponents into numerical expressions, for example when they describe a square with side length 50 feet as having an area of 50 ft2 (square feet). (Please reference page 4 in the Progression document) Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.A.2 Cluster: 6.AEE.A - Apply and extend previous understandings of arithmetic to algebraic expressions. STANDARD: 6.AEE.A.2 Standards Statement (2021): Write, read, and evaluate expressions in which letters stand for numbers. Apply knowledge of common mathematical terms to move between the verbal and mathematical forms of an expression including expressions that arise from authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.A.2, 5.OA.B.3, 6.AEE.A.1 \| 6.AEE.A.3, 6.AEE.B.4, 6.AEE.B.5, 8.AEE.A.2, HS.AEE.A.1 \| \| 6.EE.A.2 6.AEE.A Crosswalk \| Standards Guidance: Clarifications - Students should write expressions that record operations with numbers and with letters standing for numbers. - Students should evaluate algebraic expressions for a given value of a variable, using the order of operations. Boundaries - Evaluate expressions at specific values of their variables. Numeric values should align with grade level expecations of positive rational numbers. - Includes identificaiton of the parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. - Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). Teaching Strategies - Include expressions that arise from formulas used in authentic problems. - Students should understand letters called variables represent unknown numbers and the same rules apply in operations with numbers also apply in operations with variables. Progressions - Abstracting the pattern they write 10 - p for a book costing p dollars, thus summarizing a calculation that can be carried out repeatedly with different numbers. Such work also helps students interpret expressions. For example, if there are 3 and with letters standing for numbers. loose apples and 2 bags of A apples each, students relate quantities in the situation to the terms in the expression 3 + 2A. (Please reference page 4 in the Progression document) Example - Express the calculation subtract y from 5 as 5 – y. - Describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.A.3 Cluster: 6.AEE.A - Apply and extend previous understandings of arithmetic to algebraic expressions. STANDARD: 6.AEE.A.3 Standards Statement (2021): Apply the properties of operations to generate equivalent expressions and to determine when two expressions are equivalent. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.A.2, 6.AEE.A.2 \| 7.AEE.A.1 \| 6.NS.B.4 \| 6.EE.A.3, 6.EE.A.4 6.AEE.A Crosswalk \| Standards Guidance: Clarification - Identify when two expressions are equivalent such as when the two expressions name the same number regardless of which value is substituted into them. Boundaries - This standard includes distributive property and combining like terms. Progressions - A firm grasp on variables as numbers helps students extend their work with the properties of operations from arithmetic to algebra. For example, students who are accustomed to mentally calculating 5 x 37 as 5 x (30 + 7) = 150 + 35 can now see that 5(3a + 7) = 15a + 35 for all numbers a. (Please reference page 5 in the Progression document). Examples - Apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x. - Apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y) - Apply properties of operation to the expression y + y + y to produce the equivalent expression 3y and know they are equivalent because they name the same number regardless of which number y stands for. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.4 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.4 Standards Statement (2021): Understand solving an equation or inequality as a process of answering which values from a specified set, if any, make the equation or inequality true. Use substitution to determine which number(s) in a given set make an equation or inequality true. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.AEE.A.2 \| 8.AEE.A.2, 8.AEE.C.8, HS.AEE.C.8, HS.AEE.D.9 \| N/A \| 6.EE.B.5 6.AEE.B Crosswalk \| Standards Guidance: Teaching Strategies - Students should be able to use algebraic reasoning to solve an equation as a process of answering a contextual question and explain their reasoning. - When solving an equation or inequality as a process of answering a question, students should be able to explain why specific values from a specified set, if any, make the equation or inequality true. - Students should use substitution to determine whether a given number in a specified set makes an equation or inequality true. Progressions - Solving is a process of reasoning to find the numbers which make an equation true, which can include checking if a given number is a solution. Although the process of reasoning will eventually lead to standard methods for solving equations, students should study examples where looking for structure pays off, such as in 4x + 3x = 3x + 20, where they can see that 4x must be 20 to make the two sides equal. (Please reference page 6 in the Progression document) Examples - Use an inequality of the form x > c or x < c . - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.5 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.5 Standards Statement (2021): Use variables to represent numbers and write expressions when solving problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.AEE.A.2 \| 7.AEE.B.4 \| N/A \| 6.EE.B.6 6.AEE.B Crosswalk \| Standards Guidance: Clarifications - Understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Progressions - As with all their work with variables, it is important for students to state precisely the meaning of variables they use when setting up equations (MP6). This includes specifying whether the variable refers to a specific number, or to all numbers in some range. For example, in the equation 0.44n = 11 the variable n refers to a specific number (the number of stamps you can buy for $11); however, if the expression 0.44n is presented as a general formula for calculating the price in dollars of n stamps, then n refers to all numbers in some domain. That domain might be specified by inequalities, such as n > 0. (Please reference page 7 in the Progression document). Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.6 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.6 Standards Statement (2021): Write and solve equations of the form x + p = q and px = q in problems that arise from authentic contexts for cases in which p, q and x are all nonnegative rational numbers. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.AEE.C.8 \| 7.AEE.B.4 \| 6.NS.A.1, 5.NF.A.1, 5.NF.B.3, 5.NF.B.4, 5.NF.B.5, 5.NF.B.6 \| 6.EE.B.7 6.AEE.B Crosswalk \| Standards Guidance: Teaching Strategies - p, x, and q include non-whole numbers. Students should be able to solve equations of this form using strategies such as related equations, fact families, inverse operations, and visual models. - Students should have opportunities to use concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction and multiplication and division when solving one-step equations. - Students should be able to solve equations presented in contextual, mathematical problems involving positive rational numbers using number sense, properties of arithmetic and the idea of maintaining equality on both sides of the equation. - Students should be able to interpret a solution in the original context and assess the reasonableness of results. Progressions - For example, how many 44-cent stamps can you buy with $11? Students are accustomed to solving such problems by division; now they see the parallel with representing the problem algebraically as 0.44n = 11, from which they use the same reasoning as in the numerical solution to conclude that n = 11 <div> 0.44. (Please reference page 7 in the Progression document). Examples - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 6.AEE.B.7 Cluster: 6.AEE.B - Reason about and solve one-variable equations and inequalities. STANDARD: 6.AEE.B.7 Standards Statement (2021): Write inequalities of the form x > c and x < c to represent constraints or conditions to solve problems in authentic contexts. Describe and graph on a number line solutions of inequalities of the form x > c and x < c. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.NS.C.7, 6.NS.C.6 \| 7.AEE.B.4 \| 5.NBT.A.3 \| 6.EE.B.8 6.AEE.B Crosswalk \| Standards Guidance: Clarification - Recognize that inequalities of the form 𝑥>𝑐 or 𝑥<𝑐 have infinitely many solutions. - Represent solutions of such inequalities on number line diagrams. Teaching Strategies - Students should represent contextual, mathematical situations using inequalities involving variables. - Students should be able to create contextual, mathematical situations corresponding to specific inequalities. - This objective includes the use of the symbols, < , > , = , ≤ , ≥. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: 6.AEE.C.8 Cluster: 6.AEE.C - Represent and analyze quantitative relationships between dependent and independent variables. STANDARD: 6.AEE.C.8 Standards Statement (2021): Use variables to represent and analyze two quantities to solve problems in authentic contexts. Including those that change in relationship to one another; write an equation to express one quantity in terms of the other quantity. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.B.3 \| 6.AEE.B.6, 7.AEE.B.4 \| 6.RP.A.3 \| 6.EE.C.9 6.AEE.C Crosswalk \| Standards Guidance: Boundaries - Students should be able to represent equations involving positive variables and rational numbers. - Students should have opportunities to solve contextual, mathematical problems. Teaching Strategies - Students should have an opportunity to solve problem situations with variables in all positions. - Students should be able to explain that a variable can represent an unknown number, or depending on the purpose at hand, any number in a specified set. Progressions - As [students] work with such equations [they] begin to develop a dynamic understanding of variables, an appreciation that they can stand for any number from some domain. - This use of variables arises when students study expressions such as 0.60n, [presented as a general formula for calculating the price in dollars of n stamps that cost $0.60], - or equations in two variables such as d = 5 + 5t describing [the] relationship between distance in miles, d, and time in hours, t, for a person starting 5 miles from home and walking away at 5 miles per hour. Students can use tabular and graphical representations to develop an appreciation of varying quantities. (Please reference page 7 in the Progression document). Examples - Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example: - In a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time. - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:37:44.203120	07/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106473/overview", "title": "OREGON MATH STANDARDS (2021): [6.AEE]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/98179/overview	Tornado Safety Overview This is a resource designed to instuct children on how to handle a tornado drill. It goes over procedures as well as expectations for students. While also providing them a scenerio to reflect on with a classmate upon completion. Introduction As Tornado Season approaches it is important we all keep in mind the proper procedures Throughout this module we will be reminding you of all the proper ways to remain safe in the event of a tornado. This will also serve as a guide for next weeks bi-annual tornado drill the school will be particpating in. Stay safe everyone! Inside the Classroom When sirens intitially go off it is important to remain calm. Your teacher has specificic directions and has been trained properly for these situations. The first thing you should do as a student is line up on the side of the classroom away from all large windows. Roll call will be taken to make sure all students are accounted for. It is important to remmeber if you are not inside the classroom when the alarm goes off immediately proceed back to class - Without you in class ther is no way for your teacher to know where you are at, this is very important when taking roll call It is important to remember - This is something that needs to be taken seriously - If you have any questions always ask your teacher Designated Safe Area Once you have been escorted to your classroom's safety area teachers will begin to direct students where to line up Once there you will crouch down facing the wall on your knees Keeping your head forward you are to place your hands over the back of of your head and neck. - we use this technique to try and avoid any flying debri from hitting us. Students will need stay silent until the all clear is given from admistrators/teachers Review Main Points - Listen for your teacher's instruction - Stay calm - Head in between your legs with your hands covering the back of your head and neck when in safe area - Stay silent Scenerio Now that you are all up to speed on expectations and procedures for tornado drills consider this with your classmate next to you Which student handles the situation correctly Timmy goes to the bathrrom.While he is in the bathroom, the tornado siren goes off. Timmy quickly exits the bathroom and goes to the nearest classroom. When Timmy enters the room he quickly goes to the back of the line and stays quiet. Jenny goes to the bathroom. While she is in the bathroom the tornado siren goes off. Jenny quickly finshes up in the bathroom and hurries back to her class. Once she gets there she tells her teacher she is back and gets into line with her classmates. Tony is on his way back from the nurses' office when he hears the tornado siren go off. Instead of going back to clas Tony remmebers that everyone is suppossed to meet in the gym, so he heads that way. Once he gets to the gym he looks for his teacher but can not find her. He decides to sit down with another class and continue the drill with them.	oercommons	2025-03-18T00:37:44.221582	10/24/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98179/overview", "title": "Tornado Safety", "author": "Collin Pawlowski" }
https://oercommons.org/courseware/lesson/31170/overview	Education Standards Farm Business Plan Resources Worksheet_Teacher's version Farm Business Plan Resources Worksheet Farm Business Plan Lesson Evaluation Reading Technical Text to Identify Needed Resources to Develop a Basic Farm Business Plan Overview The purpose of this lesson is build on a previous lesson that teaches how to take out a farm loan. This lesson is designed for adult learners who are pursuing a career in farming. It focuses on reading scientific and technical texts (Grade 6) related to farming business plans. It will help learners identify the resources necessary to develop a simple farm business plan. The learners will have the opportunity to apply their acquired knowledge in class activities such as discussion to analyze case studies and develop the basic outline of their resource sheet. Warm Up Time: 5 minutes Ask, “Have you ever had to fix something or learn how something works? What did you do?” Students volunteer their experiences. Ask, “What steps did you have to take to fix that broken equipment or learn how to use something?” Write their answers on the board; have students take notes Student notes => how their ability to problem solve can be applied to something they've never done before. Introduction Time: 20 minutes Say, “The purpose of this lesson is to help you get started with your own farm business plan. By the end of the lesson, we’ll have heard from a start up farmer just like you, we’ll have taken a look at the basics of a farm business plan, and then you’ll draft a resource sheet to help you develop your own plan.” First, let’s take a look at Ryan Wiebe, NC A&T State University 2014 Small Farmer of The Year. As you watch this video ask yourself, Why do you think Ryan succeeded? What do you think is the most important lesson learned from Ryan’s experience? Show Wiebe video. Note: Be sure to point out the importance of Ryan’s mentor (Claude) if no one else does. Also the importance of other resources such as the Cooperative Extension (support organizations will come under a variety of names). Point out the farm started small; required help and a lot of hard work Student notetaking on what strikes them as important in the video. Presentation / Modeling / Demonstration Time: 20 minutes This part of the lesson helps learners to identify the specific resources that are available for farmers to make a useful business plan. Note: for the teacher to demonstrate use of the AgPlan resource, he or she must register and name their own business plan. To use the tools and resources, students must register as well. The teacher must communicate at least three days before class. Go through each section of the farm plan with a brief explanation: Executive Summary Business Description Operations Marketing Plan Management and Organization The Financial Plan Emphasize to learners that they’re not expected to have all of this information. The objective of the lesson is to help them identify who can help with each part of the plan. Note: the basic categories of the plan in the AgPlan resource have several subcomponents. It is not necessary to address these; tell the students that they should only be concerned with the top level of the each part of the plan, e.g. Business Description, Operations, and etc. Distribute a paper version of the farm business plan resource worksheet to those who need it. Note: the farm business plan resource worksheet should be distributed electronically before the class with a short description and how it will be used. Explain the three parts of the worksheet: Business Plan Item, Description, Resource columns Go to the Executive Summary portion of the AgPlan resource. Show the four tabs: description, resource, example, and comments (comments is for adding your own comments to the plan). Show how students might summarize the description of the cover letter (it should not simply be a copy and paste exercise). Show how to include given resources in the resource column of the farm business plan worksheet => Show them how to add links to the text. Show one other resource that may help with the cover letter (students must identify at least one source outside the AgPlan resource for each farm business plan item. Example resource website for helping students complete the worksheet; Click on Step 1, “Important Considerations” Go through these questions with learners. Facilitate discussion. Point out the available farm plan assistance. By the end of this segment of the lesson, the first line of the business plan resource worksheet, Executive Summary, should be completely filled in on showing on the screen. The students will have a blank Farm Business Plan Worksheet in front of them or on their computer screen. By the end of this segment of the lesson, the first line of the business plan resource worksheet, Executive Summary, should be completely filled in on showing on the screen. Guided Practice/Evaluation Time: 15 minutes Have learners fill out the next item in the plan: Business (Farm) Description by identifying at least two resources that can help them with this. They may also fill in the details of these two items if desired. Review together Clarify any questions or difficulties in understanding or doing the task Students should have the next item in the plan: Business (Farm) Description completed, which includes a brief defintion and two resources that can help them develop this part of the plan. Application Time: 30 minutes Have learners denote on their worksheet where they are going to get help in finding the information they need to complete their farm business plan. Show them how to add links to the text. Note: it is not enough to copy a top-level web address, e.g. “www.sba.gov”. Students must identify specific web pages for each particular element in the resource list. Note: if students cannot identify a resource for each section by the end of class, it is to be done as homework. All business plan resource worksheets are submitted to the teacher for final evaluation and feedback. Students should have their worksheets filled out or nearly so. Some sample business plans and worksheets for reference:	oercommons	2025-03-18T00:37:44.258681	John Carter	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/31170/overview", "title": "Reading Technical Text to Identify Needed Resources to Develop a Basic Farm Business Plan", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/69481/overview	Education Standards Structure and Function - Grade 4 Overview Elementary school lessons utilize local phenomenon and are organized by grade level. By organizing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Turning a New Leaf Student Science Performance Phenomenon: Leaves are darker green on one side and lighter green on the other side. Gather: Students explore by going outside to collect two leaves from 3-5 plants (naturally growing, not potted) carefully observing the leaves to find patterns across the various leaves. Students develop a question to obtain information for the cause of differences in the leaf color phenomenon. Students obtain information by reading the article(s) and discussing how the information from the article(s) can be used as evidence to use to answer questions about patterns in the leaf color phenomenon. (reading in Appendix B-2) (Teaching Suggestions: Safety: Address which plants (and areas) students need to avoid. Students should work in pairs for the collections of the leaves and for the observation period to support science talk. As students provide evidence of patterns, accept various answers. If it does not emerge from the students’ initial observations, use strategies such as flipping one leaf over and keeping one leaf right-side up. Use sufficient time to get many observations and write them on the board during the discussion. A magnifying glass may be helpful for some observation but sometimes does not help with observations of the leaf color. Some useful resources → Leaf website) Reason: 4. Students use models to make sense of how the structure of the leaf function to meet the needs of the plant. 5. Students construct an explanation that plants have internal and external structures that function to support survival and growth. Class Discussion: - How does the structure of the leaf help to support the plants’ survival and growth? - How do leaves vary in various areas in Hawai‘i? - How does the plant make food? - How does the structure of a leaf enable it to function? - How do leaves help support the plant’s life? - How does shade affect the green color? - How does the size of the leaf give the plant help it survive? (Teaching Suggestions: Focus conversation on structure and function and leaf color differences.) Communicate Reasoning: 6. Students develop an argument for how the evidence they gathered support the explanation that plants have internal and external structures that function to support survival and growth. (Teaching Suggestions: Focus on the plants, but make reference to animals structure and function relationships) Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Lance Nishimura, Debra Hall, and Davina Perkins	oercommons	2025-03-18T00:37:44.280606	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69481/overview", "title": "Structure and Function - Grade 4", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/64452/overview	Grade 9-12 Social Science Learning Resources Overview Resources for grade 9-12 Social Science Civics & Government Center for Civics Education: The Center’s lesson plans include We the People: The Citizen and the Constitution; Project Citizen; the School Violence Prevention Demonstration Program; Representative Democracy in America; Citizens, Not Spectators; and Foundations of Democracy. Library of Congress: The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. Teaching Civics: Lessons for civics, government, and law-related education in elementary, middle, and high school classrooms. Includes simulations, discussions, mock trials, case studies and other research based materials. Photo by Dan Meyers on Unsplash Economics & Financial Literacy EconED: Econ Ed Link provides classroom-tested, Internet-based economic and personal finance lesson materials for K-12 teachers and their students. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. Geography National Geographic: This site provides curated collections of activities that have been developed for educators, parents, and caregivers to implement with K–12 learners anywhere, anytime. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. History PBS Learning Media U.S. History and World History: These sites provides U.S. and world histories is broken down by time periods using an interactive maps and interactive lessons. Social Studies Curriculum Maps and Resources: Social Studies School Service is a publisher and distributor of educational materials, from full curricula to supplementary resources. Stanford History Education Group: The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills. Teaching Tolerance: These classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills.	oercommons	2025-03-18T00:37:44.297168	Social Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64452/overview", "title": "Grade 9-12 Social Science Learning Resources", "author": "Physical Geography" }
https://oercommons.org/courseware/lesson/92189/overview	This OER provides an overview of Canva. Canva is an online design and publishing tool with a mission to empower everyone to design anything, anywhere. Key Features Canva is an online design and publishing tool. Canva's mission is to empower everyone in the world to design anything and publish anywhere. Canva provides free, professionally designed templates which can be customized to best meet your needs. Some of the template categories include posters, presentations, flyers, cards, infographics, business cards, Instagram posts, resumes, invitations, menus, letterheads, newsletters, photo collages, and bookmarks. Here are a few simple steps to help you get started on your Canva journey of creativity! 1. Create your Canva account Signing up for Canva and using their basic features is free! To unlock additional design features, you may want to consider signing up for Canva Pro. 2. Locate Your design’s new home The Canva homepage is where all of your designs will be saved. You can access your designs any time. To visit your home page go to www.canva.com. 3. Start a new design To create a new design, click on the icon of a design type such as 'social media', 'presentation' or ‘poster'. If you don’t see the design type you're looking for, click on the ‘more’ button and you'll see an array of other design types that you can select. Templates: Features: 4. Develop the design and choose the layout You will see different ‘layouts’ that have been specifically designed. Choose a layout from the options provided or start your design from scratch. There are filters to help you pinpoint a layout. 5. Edit your design You can easily edit any aspect of your design, inclusing the layout, fonts, colors, and images. For example, to edit the title of a newsletter, click on the text to edit the words. There are many font options and color options. You can also edit the colors within the template, by clicking on the ‘template’ tab, or the colored box on the top left, and choose a different color. 6. Upload and personalize your design You can upload your own images, videos, audio files, graphics, stickers, charts, logos, and embed media within your design using the tabs on the left side of the screen. 7. Utilize the search tool You can also search for images, videos, audio files, graphics, stickers, and logos inside Canva’s library. For example, using Canva's library to search for a picture of a ‘plant’ will return a collection of plant themed images, video clips, and stickers that you can include in your design. 8. Use filters (optional) Once you have an image in your design, you can easily apply filters. Simply click on ‘edit image’ and various filters will appear. 9. Share your design Select the ‘Share’ button to send the access link to others, download the design, print the design, present and record the design, or upload it to social media. You can easily download your design as a JPG, PNG or PDF. Educational Uses Canva fosters creativity, collaboration, and visual communication which are all critical skills for students to learn! How Does Canva Work for Educational Purposes? Canva for Education is the learning-based extension of Canva, where interactive, immersive teaching and learning can take place virtually. Canva for Education is a design tool, which allows students to create visually stunning designs for any topic or age level. Educators think of Canva as their own virtual classrooms. Using Canva for Education, teachers and students can discuss their designs, clarify tasks, provide feedback, collaborate on projects, submit designs, and share them on social media. Top-Rated Canva Templates to Use with Students: Presentations - Students can create presentations on an array of topics Infographics - Students can visually display information and facts learned Student video - Students can develop an introductory video or build a video to present to peers Group work activities - Group activites foster project-based learning with these templates There are several ways you can share assignments with students through Canva. You can create activities in Canva and share them to your Google Classroom or Microsoft Teams as an assignment. Additionally, Canva is compatible with Mac, Windows, Android, and IOS. Students can access Canva on various devices. Is Canva Implemented in Educational Settings? Yes, Canva is used in classrooms around the world. For example, Ms. Felder, a teacher in Lloyd Harbor School District uses Canva in her third grade classroom. Her students create a design which exemplifies climate change. Canva allows students to explore their understandings further by engaging in design activities that enhance creativity and visual thinking with serious topics like climate change. Ms. Felder gives students template options such as developing a poster, an infographic, a website, or a presentation. Canva Infographic Samples: Future Uses and Implications of this Technology: K-12 Setting Practice design thinking - Instead of teaching students to solve problems with existing solutions, let them experiment and innovate in order to stumble upon something better. The goal is to come up with more human-centered, collaborative, and optimistic ways to create social change—or at least to start thinking that way. Students can transform the world when you approach it with the goal of imagining and creating solutions! Integration - Canva seamlessly integrates with popular Learning Management Systems such as Canvas, Schoology, and Google Classroom. Higher Education Setting Developing infographics - Design thinking provides students with a creative outlet where they can tie in their learning. Infographics are a great way to show this level of thinking. Create learning portfolios - Students can use Canva to design and create their own learning portfolios to better visualize and record their experiences and learning. Corporate Setting Accessing the Canva Pro account - This allows organizations to manage their branding and customize their own fonts, color palettes, logos, graphics, icons, and images. Another tool that is helpful is Canva Folders. Canva Folders keeps designs organized and is particularly useful for designs utilized on a regular basis, such as logos, brand templates, and letterheads. These folders can be shared among team members. Benefits and Recommendations Benefits of Using Canva: Anyone can be a designer using Canva It is user friendly Canva offers a variety of templates and tools that can be altered and customized You can create various types of designs. Canva allows you to develop every aspect of your creative work It will allow you to import photos, videos, and other forms of media Your projects remain saved on Canva, allowing you to go back to them and edit them whenever you want Canva has cross-browser compatibility The designing process is streamlined The learning curve is minimal Canva allows connecting your social media accounts It allows for team collaboration What Are Some Challenges Associated with Using Canva? "The Canva Style" Photo and templates may appear generic to some users. Therefore, creating a distinctive design could be a challenge. The export settings are limited Users are not able to export designs to files such as PowerPoint. Alignment concerns Canva may not be targeted for experienced designers. Regarding software such as Photoshop, Illustrator, and InDesign, there is more control with the alignment elements. Canva is not as controllable in terms of design elements. Recommendations: Explore all that Canva has to offer: Brainstorm the purpose of your project. Canva believes that design is about solving problems. By streamlining what you want your design to achieve, it will be easier to stay on point with your design later in the design process. Learn the design basics: If you are new to design, the tools Canva provides makes it user friendly and simple to use. If you would like to achieve your design goals utilizing in-depth articles and resources, then access the Canva Learn blog. Canva's Learn blog has an abundance of professionals sharing their advice as well as tips and tricks of design. Get the whole team involved: Canva supports collaboration in every aspect. Collaborating within Canva is as easy as possible and allows for peers and team/group members to showcase unique perspectives and provide feedback. OER Viewpoint Open Educational Resources (OERs): OERs are materials for teaching and learning that are in the public domain or have been released under a license that allows them to be freely used, changed, or shared with others. OERs has been shown to positively impact student learning while diminishing barriers of affordability and accessibility. I think they also expand access to learning because students are able to access OERS at anytime, anywhere. OERs are easily distributed with little or no cost. Universities and colleges are able to use OERs in various ways. For example, OERs can supplement textbooks and lectures where deficiencies in information are evident. Presenting information in multiple formats may help students to more easily learn the material being taught. An obstacle to utilizing OERs is that anyone can create and distribute an open resource.	oercommons	2025-03-18T00:37:44.349714	Jessica Del Monaco	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92189/overview", "title": "Canva", "author": "Reading" }
https://oercommons.org/courseware/lesson/82818/overview	Making Learning Fun and Feedback Useful Facilitator Guide (pdf) Making Learning Fun and Feedback Useful Slide Deck (link) Making Learning Fun & Feedback Useful Slide Deck (ppt) Making Learning Fun and Feedback Useful Synchronous Training Overview Making Learning Fun and Feedback Useful is an interactive synchronous training for teachers. It provides helpful ways to keep students engaged in digital learning and gives educators ways to offer relevant feedback. This is a facilitator guide for Making Learning Fun and Feedback Useful synchronous training. Slide Number \| Information \| Slide 1-Prior to attending session \| Assignment prior to attending session - send out to participants with Zoom link and registration confirmation: create a Flipgrid entry introducing yourself and sharing your initial thoughts on why you decided to participate in this training Facilitators-if you don’t already have a Pear Deck account, you will need to sign up for one to access the interactive slides. Once you have an account or run the Pear Deck add-on, you will access this presentation through Pear Deck. It will create a session join code for students to use; slide 7 has more information. \| Slide 2-Create your Flipgrid account and delete this slide \| When you create the Flipgrid, the presenter should create their own video to model what you would like for participants and start off the participation. \| Slide 3-Flipgrid Introductions \| Display in initial minutes of session so participants can do this as they log in; prior to the class participants have created a Flipgrid entry introducing themselves and sharing initial thoughts on why they decided to participate in this training \| Slide 4-Learning Targets Success Criteria \| Review to begin session \| Slides 5-Welcome \| Introduce presenters, give a timeline for the session. Add a photo or Bitmoji of yourself to personalize this slide. \| Slide 6-Rationale \| Share and continue \| Slide 7-Pear Deck \| Add in code for Pear Deck to slide. Once the slide deck is open click the “add on” button and click Pear Deck (you may have to add it to your options by clicking get add ons and searching for Pear Deck). Once you have Pear Deck activated click the start lesson button and a code to join will be on the screen for participants. You can also get a link to put in the chat to make joining easier. \| Slide 8-PearDeck Stress Check \| Stress Check 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. \| Slide 9-Benefits of Pear Deck \| \| Slide 10-"Never Have I Ever" \| Click on hyperlink to launch the Never Have I Ever game. https://drive.google.com/file/d/16Kcd6pX5pqVvWZ6LUMsXpPaXMhHOPUUE/view?usp=sharing \| Slide 11-Pear Deck \| Approaching a Problem Exploring different approaches to a problem is an important creative thinking skill. Add your own question to this slide to have students ponder how to approach it. This is particularly good for open-ended problems. For example, asking, “How might we show parents what we learned this year?” will let students share creative ideas for end-of-the-year projects. 🍐 This is a Pear Deck Text Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. \| Slide 14-Pear Deck Summary \| Summarize Have students write a quick, 1-2 sentence summary of the information they’ve just learned. 🍐 This is a Pear Deck Text Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. \| Slide 15-Engagement impacts student growth \| Other examples of practices and their effect size for comparison or more info: \| Slide 16-Meaningful Feedback Myths \| Group discussion on common myths related to feedback. Question: If these beliefs are false, what do we know to be true about meaningful feedback? \| Slide 17-Meaningful Feedback \| Share. This info will be discussed in the next slide. \| Slide 18-Pear Deck-Agree/Disagree \| Following this activity, DISCUSS: what are ways participants are giving personalized feedback to students? How do you see learning or engagement change? Agree or Disagree Use this template to do a quick check of students’ opinions during your lesson. 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. \| Slide 19-Discussion \| Discuss \| Slide 20-Providing Meaningful Feedback \| Links embedded with videos showing how to use each \| Slide 21-Pear Deck Make connections \| Make Connections Making connections between different concepts is an important thinking skill. Before presenting, fill in the yellow and blue circles with two concepts you are learning about in today’s lesson (or maybe one concept from today and one concept from last week). Ask students to think about what connects the two concepts in the box. Show their responses anonymously on the projector to discuss. 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. \| Slide 22-Feedback Cycle \| Review slide. Ask for participant thoughts. “Next we will be playing a game of Kahoot together. Kahoot can be used as an engaging instructional tool and to assess and provide feedback to learners.” \| Slide 23-Kahoot Game \| Tell participants to click the words Kahoot Time and wait for you to give them the game code. You can find this Kahoot.com under the name CSTP Engagement and Feedback. During the Kahoot game, discuss each of the different kinds of questions and talk about how they can be used across curriculum areas. Also as you are talking, discuss how teachers can actually teach through the game by discussing correct and incorrect answers. \| Slide 24-Kahoot Benefits \| Review benefits of Kahoot \| Slide 25-Engagement methods \| Pose question to the group-they can answer in the chat or call out. \| Slide 26-Engagement strategies \| List the engagement strategies used today. \| Slide 27-Pear Deck Temperature Check \| Temperature Check Get a sense for how well your lesson resonated with your students, or how engaged they were. 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar \| Slide 28-Pear Deck Real-Life Relevance \| Real-Life Relevance Use this template to help students connect the lesson to their own life. Does something from class relate to something they learned in another class? Was something interesting or surprising? Will it be useful to them? Did they learn anything that someone else they know would be interested to hear about? Helping students make those connections will help them retain the information because it becomes more relevant to their lives. 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. \| Slide 29-Links and Resources \| Resources for those who would like to know more! Drop links into the chat. 25 Remote Teaching Tips to Engage Students in Distance Learning Article Link \| Slide 30-Reviewing goals for this session \| Review objectives \|	oercommons	2025-03-18T00:37:44.387734	Stephanie Prosser	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82818/overview", "title": "Making Learning Fun and Feedback Useful Synchronous Training", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/62481/overview	Are kids responsible for stepping in to prevent bullying? Overview Should kids act to stop bullying, or should they leave it up to adults? Are kids responsible for stepping in to prevent bullying? Kendra started at a new school in the seventh grade when, during her first week, a group of girls started teasing her. Soon after, more kids joined in and now she gets called names every day. People push her in the hallways. They steal her backpack and throw it in the trash. Kendra wants help, but she is mortified to tell her parents or her teachers because she feels that she is to blame for everything that is happening. Bullying is a significant problem in schools today. Anyone, boys or girls, can be bullies or victims. Bullying can take many forms. Punching, teasing, and spreading hearsay all constitute bullying. About half of all kids say they have been bullied at some point during their time in school. Many kids who have experienced bullying have low self-esteem. Consequently, some try to avoid school, and some even think about killing themselves. It is important for schools to promote equity and respect among all students. No one should be treated like they are less than anyone else. Therefore, many people believe that schools should be required to pass rules to legislate an end to bullying. However, even though all schools have rules against bullying, these rules are generally ineffective and do not resolve the problem. Perhaps peer intervention constitutes the only resolution to bullying. Should kids step up when they see bullying incidents? Some researchers state that the onlookers who observe but do nothing about bullying incidents are as culpable as the bullies. Many bystanders are afraid to intercede, fearing they themselves will be targeted by bullies. Furthermore, many kids just don’t know what to do and believe it is easier to just walk away. So rather than amending the rules about bullying, maybe schools should teach kids what actions they can take when they see a bullying occurrence. Is it fair to blame bystanders for not intervening to resolve the bullying incident? Should kids put themselves in danger to protect their classmates? Credits: Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License Image credit: Wikimedia Commons, By Michel Rathwell from Cornwall, Canada - Intimidation Sculpture, CC BY 2.0.	oercommons	2025-03-18T00:37:44.404177	02/12/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62481/overview", "title": "Are kids responsible for stepping in to prevent bullying?", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/78478/overview	Changes in Temperature and Elevation Overview This lesson is designed for students to begin practicing adding integers in real world context. Students also create number line diagrams to support their thinking when adding integers. Brian-Based Lesson Jennifer Grubbs Lesson Objectives:Learners will be able to: \| \|\|\| \| Grade: 7thTime frame: 60 -90 minutes (1 day - 1 ½ days) \| Lesson Title: Changes in Temperature and Elevation \| \|\| \| Brain-based Strategies Used in the Lesson: Brain breaksColor-coding*Teach in small chunks \| Formative or Summative Assessments: Exit Ticket: Slide 10 \| \|\| \| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?Due to the nature of this school year, I have spiraled back to the 6th grade curriculum to re-introduce and re-explain the following topics: opposites, absolute value, ordering and comparing rational numbers. Typically this lesson would be two separate lessons, lessons 2 and 3, but due to the incorporation of 6th grade lessons, they are now combined to be the 4h lesson of Unit 5 in 7th grade. \| \|\|\| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing. \| \|\|\| \| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.6.NS.C: Apply and extend previous understandings to the system of rational numbers7.NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtractive rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. 7.NS.A.1.a: Describe situations in which opposite quantities combine to make 0. \| \|\|\| Technology used: \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 1 min \| Slide 1 of Desmos, Compute \| Review of learning goals for the lesson \| \| \| 5Mins \| Slide 2 of Desmos \| Warm-Up:Which set of arrows do not belong? Explain you choice.Give students about 2 ½ minutes to select which arrows do not belong and explain why. Teacher has options where they can snapshot select students’ work to share with the class or they can as the students to share their opinions about which set does not belong. It is extremely imperative to explain to the students that there is not a correct answer. \| \| \| 10 -15mins. \| Slide 3 of Desmos \| Introduce using number lines to add positive and negative numbers. Complete the first table together along with the number lines. Students will be introduced to using two arrows and a dot in their representation of addition on the number line, particularly focusing on the lengths of the arrows. Allow students to work on the second chart on their own, asking questions for about 5 minutes. Then as a group review the answers and have the students explain how to graph the addition equation on the number line. Focus on using the colors of blue and black to help with retention of the models, especially for the arrows. To improve memory use a red dot for the solution. \| \| \| 5 mins \| Hidden Meanings \| Brain break: Students will attempt to figure out the saying, TV show, etc from pictures and/or words. \| \| \| 10-12Mins \| Desmos Slides 5 and 6 \| Give students 7 minutes to work on their own. During this time, they can ask questions about things they do not understand. Students get instantaneous feedback on this slide, meaning the coding will let them know if they got their answers right. Take 3-5 minutes to ask for any questions or anything that students need clarified. \| \| \| 5 min \| Slides 3, 5, and 6 of Desmos- Wrap up \| \| \| \| 5 \| Sit/Stand \| Brain Break- Students will answer some quick rapid fire questions by either sitting or standing to show their choice. Some may include using other motions to represent their choice if given more than 2 choices. \| \| \| 2 Mins. \| Feedback: (How will the students provide feedback?) Group activity? Instructor feedback?Students will complete a quick Google Form evaluating how they felt about the lesson and their comfort level with the skill(s) taught in class. Instructor(s) can give feedback at any time during the lesson on any slide, except slide 4 and slide 7. Students will need to be reminded to check for the green box at the top of the slide to indicate that the instructor has provided feedback. \| \|\| \| Homework or in-class assignment \| Assessment(s): (assignments and/or activities) \| Remember to include all the materials necessary to teach the lesson. You can add them by pasting them below or providing links to them.	oercommons	2025-03-18T00:37:44.428273	Jennifer Grubbs	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78478/overview", "title": "Changes in Temperature and Elevation", "author": "Lesson" }
https://oercommons.org/courseware/lesson/78460/overview	Educational Psychologist - Educational Psychology in the Open Science Era Overview Special Issue of Educational Psychologist - Educational Psychology in the Open Science Era 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. Educational Psychologist - Educational Psychology in the Open Science Era 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	oercommons	2025-03-18T00:37:44.449896	03/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78460/overview", "title": "Educational Psychologist - Educational Psychology in the Open Science Era", "author": "OSKB Admin" }
https://oercommons.org/courseware/lesson/73303/overview	Climate Action Overview Collaborative and sharing work between students from Portugal and Romania, in the context of environmental concerns. Bridge 21 Model. Climate Action Collaborative and sharing work between students from Portugal and Romania, in the context of environmental concerns. Bridge 21 model.	oercommons	2025-03-18T00:37:44.467856	Carlos Carvalho	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73303/overview", "title": "Climate Action", "author": "Elsa Ferreira" }
https://oercommons.org/courseware/lesson/102142/overview	Caldecott Medal Lesson Plan Overview Students in 1st and 2nd grade will learn about the Caldecott Medal and be introduced to winners of this award. Students will be able to tell that the Caldecott Medal is an important award for picture books and is awarded to the book with the best pictures each year. Lesson Plan Caldecott Medal - Lesson Plan Purpose: Students in 1st and 2nd grade will learn about the Caldecott Medal and be introduced to winners of this award. Objective: Students will be able to tell that the Caldecott Medal is an important award for picture books and is awarded to the book with the best pictures each year. Standards: - Reading: Literary Text - Standard 6: Summarize key details and ideas to support analysis of thematic development. - 1st Grade: 6.1 Describe the relationship between the illustrations and the characters, setting, or events. - 2nd Grade: 6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot. Materials: - Examples of Caldecott Medal Award winners (http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottwinners/caldecottmedal) - 2016: Finding Winnie: The True Story of the World’s Most Famous Bear, illustrated by Sophie Blackall, written by Lindsay Mattick (Little, Brown/Hachette) - 2008: The Invention of Hugo Cabret by Brian Selznick (Scholastic Press, an imprint of Scholastic) - 2001: So You Want to Be President?, illustrated by David Small, written by Judith St. George (Philomel Books) - 1996: Officer Buckle and Gloria by Peggy Rathmann (Putnam) - 1988: Owl Moon, illustrated by John Schoenherr; text: Jane Yolen (Philomel) - 1986: The Polar Express by Chris Van Allsburg (Houghton) - 1978: Noah's Ark by Peter Spier (Doubleday) - 1964: Where the Wild Things Are by Maurice Sendak (Harper) - 1963: The Snowy Day by Ezra Jack Keats (Viking) - 1954: Madeline's Rescue by Ludwig Bemelmans (Viking) - Examples of Caldecott Honor books - No, David! By David Shannon - Last Stop on Market Street, illustrated by Christian Robinson, written by Matt de la Peña (G.P. Putnam’s Sons/Penguin) - Knuffle Bunny Too: A Case of Mistaken Identity by Mo Willems (Hyperion) - Don't Let the Pigeon Drive the Bus by Mo Willems. (Hyperion) - Internet and Smartboard - Google Doc: Caldecott Medal Assignment - Google Slides: Caldecott Medal Slides - Google Form: The Caldecott Medal Assignment Caldecott Medal Assignment Overview: “The Caldecott Medal was named in honor of nineteenth-century English illustrator Randolph Caldecott. It is awarded annually by the Association for Library Service to Children, a division of the American Library Association, to the artist of the most distinguished American picture book for children.” - http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottmedal Assignment: Read (or have a parent or adult read aloud) a Caldecott Medal Winner or Caldecott Honor Book. Complete the questions below (by yourself or with an adult). List of Books: Questions: - Title of Book: - Author: - What I liked about the book: - My favorite character is: - The setting is: - Something that happened that I think was neat or exciting:	oercommons	2025-03-18T00:37:44.489272	Jessica Mussetter	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102142/overview", "title": "Caldecott Medal Lesson Plan", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/120229/overview	1b. WA Student Climate Assembly, Appendix Washington State Climate Assembly, Appendix Overview The appendix includes several sections designed to deepen understanding and engagement with climate-related topics. Appendix A: Climate Assemblies provides guidance and resources for organizing and facilitating community discussions around climate solutions. Appendix B: Climate Change - Digging Deeper offers a comprehensive exploration of the science behind climate change, its causes, and impacts. Appendix C: Climate Justice examines the intersection of climate change and social equity, highlighting its disproportionate effects on marginalized communities. Appendix D: Tribes, Sovereignty, and Climate Change focuses on the role of Indigenous communities in climate resilience, emphasizing sovereignty and stewardship. Appendix E: Climate Emotions addresses the emotional impact of climate change, offering strategies to navigate feelings like eco-anxiety and grief. Appendix F: Extension and Enrichment Learning Opportunities presents additional activities and projects to expand learning beyond core lessons. Finally, Appendix G: Glossary defines key terms to support clear communication and comprehension of climate concepts. Appendix Appendix A: Climate Assemblies Appendix B: Climate Change - Digging Deeper Appendix C: Climate Justice Appendix D: Tribes, Sovereignty and Climate Change Appendix E: Climate Emotions Appendix F: Extension and Enrichment Learning Opportunities Appendix G: Glossary Appendix A: Climate Assemblies Climate Assemblies in Washington State Picking up on where we left off in Section I of this curriculum, The WA Climate Assembly (WACA) consisted of three distinct phases. Each is described in detail below. Phase 1: Learning Sessions Phase 1 of WACA began with members participating in seven three-hour learning sessions. Each session was led by a top climate scientist, a prominent climate action advocate, or a climate change professional from Washington state. The list of presenters included university professors, state health officials, county planners, youth activists, business leaders, and tribal members. The learning sessions focused on several key areas: - Transportation - Buildings - Energy - Agriculture - Climate justice - Climate anxiety and natural solutions These topics gave assembly members a comprehensive overview of the climate challenges facing the state as well as potential solutions. Learning sessions provided the background knowledge assembly members needed to have informed conversations about climate policy, regardless of their previous experience or even belief in human-caused climate change. Topics covered in the learning sessions included: - An introduction to climate change, and its broad implications and considerations - The social considerations of climate change, such as health and education - Climate impacts on Washington’s environment, including wildlife, wildfires, agriculture, and habitats, and environmental solutions for climate mitigation - The economic considerations around topics such as sustainable economies or carbon pricing - The technical considerations to understand problems and opportunities in energy, buildings, and transportation - Political considerations around opportunities for action in the state legislature In the final learning session, assembly members could choose to hear presentations on local climate action, tribal climate action, and additional technical considerations of climate change, before bringing everything they learned to their deliberations about climate actions. Phase 2: Deliberations Participants moved into small groups with facilitated discussions to deliberate on potential policy solutions to climate change. There were eight categories of possible solutions to discuss: - Transportation - Buildings - Energy - Natural solutions - Circular economies - Social policies - Education and communication - Governance Deliberations were guided by the five components of a framework of analysis called STEEP (an acronym for sociocultural, technology, environment, economics, and policy). Due to the focus of the assembly’s scoping question, the extent to which each potential solution was just and equitable was discussed at length. Phase 3: Voting After deliberations ended, members voted on each solution. This resulted in a list of 148 wide-ranging recommendations, covering everything from incentivizing the placement of EV chargers in local and tribal communities to introducing carbon pricing and reinvesting the revenue into reducing transportation emissions. Throughout the process, participants described a sense of wonder in learning about the actions being taken to reduce the effects of climate change. “I think I’m most proud of the fact that 80 people could come together to [reach] a consensus, and there was very little, if any, conflict.” —WA Climate Assembly member WACA’s Influence on Climate Legislation The assembly's final recommendations were presented to the Washington State Legislature, highlighting the community’s priorities and the compromises they were willing to make. Washington state passed some ambitious climate policies during the 2021 legislative session, but it’s been challenging to track the influence of the climate assembly’s recommendations in the legislative process. Legislators were busy in session as WACA concluded, so the assembly’s timing was out of sync with the typical cycle for policy development. Nevertheless, more than a dozen of the climate assembly’s policy recommendations were reflected in the legislation considered during the 2021 legislative session. This initiative not only informed state climate policy but also demonstrated the value of involving citizens in complex policy discussions. These discussions allowed the participants to have a more active role in shaping policy at the local level. WACA also sparked initiatives in Washington state to encourage state agencies to use assembly-type models to better engage their communities and to use the climate assembly model as an educational tool in schools. “It’s more interesting to me now to read about what Biden is doing and what bills he’s signing … knowing more about what our state can do and its limitations, I have more discussions about it at the grassroots level.” —WA Climate Assembly member Over the last three years, climate assemblies have flourished across the world as governments and nonprofit organizations realize that galvanizing our communities is vital to tackling climate change. For a thorough description and results of WACA, see the Washington Climate Assembly Final Report. History of Climate Assemblies The concept of a citizen assembly is not unique to climate; it is at the heart of democratic societies throughout the world. Citizens assemblies are a form of deliberative democracy with roots in ancient Athenian democratic processes and various Indigenous decision-making practices. Greek democracy was centered on the idea of the polis as a decision-making body, bringing together all Greek citizens to deliberate on pertinent matters. In the United States, examples include the town meetings of early democratic governance in the New England region (many of which continue today) and the abolitionist meeting halls where citizens of free states debated how to move the cause of freedom forward. The twentieth century saw the rise of the national citizen assembly, where people throughout one nation gathered to debate and propose new paths forward for their nation and to address divisive issues. Government officials and citizen experts in Denmark organized consensus conferences in the 1970s and 1980s on topics related to biotechnology and environmental engineering. These participatory consensus conferences became known as “the Danish model” and/or “citizens’ panel,” and they became a recognized way to deliberate on policy issues with high technical content using a combination of lay citizens and experts. Citizens' assemblies are not well known in the United States; however, the use of deliberative democracy in public forums was invented in the US. The Jefferson Center began to design and regularly operate citizens' juries in 1971. Citizens’ Initiative Review processes are regularly utilized to fairly and thoroughly evaluate ballot measures to provide voters with information in voter pamphlets that they can trust. Deliberative polling techniques have been used to understand what conclusions the public might reach about a topic if they had the opportunity to become fully informed and engaged. Learning the lessons of these earlier assemblies, climate assemblies have sought a more expansive role – climate change impacts everyone, and it impacts those on the margins of society more acutely. The earliest climate assemblies occurred in the 2010s, which included the 2016 national Citizens' Assembly in Ireland, which was tasked with deliberating on abortion restrictions, equal marriage laws, and climate change, which are some of the most divisive topics in the deeply Catholic country. Politicians are often torn between the short-term interests of their constituents and the long-term interests of society. In her article. “I don't want to be seen as a zealot: What MPs really think about the climate crisis,” deliberative democracy expert Rebecca Willis, PhD, notes, “This is the dual reality of climate politics. We know that things need to change, and yet we’re embedded in our current lives and our current politics...Politicians make grand statements about the threat of climate change, then flip straight back into politics-as-usual. They find it hard to imagine, and to get others to imagine, how we might talk about and bring into being a politics with climate at its heart. It’s easier to look away.” A citizens' assembly process, if carried out correctly, can break through the standoff of opposing interests. Mirroring the origins of the democratic process from ancient Greece, the assembly participants are chosen by lot, and serve only once. The makeup of an assembly should reflect the population of the larger public, effectively creating a mini version of the state, country, or city from which it is convened. The random selection process ensures a representative population. Accessibility of the process to any individual chosen through the sortition process is crucial to achieving a representative body. Accommodation is made for special needs, and participants are paid as if serving on a jury, thus ensuring that those of lower economic status can participate without financial hardship. During normal times, the costs of an assembly include substantial stipends for panelists; transportation reimbursements; child and eldercare reimbursements; lodging, as needed; good food; materials in large print and clear language; translation and interpretation services; additional one-on-one support for panelists with special needs; and process designs that are flexible and accommodate different learning modes. The first climate assembly to garner substantial attention was the French Citizens' Convention on Climate, initiated October 2019. France has a history of using deliberative techniques, and President Macron sought to reaffirm citizens’ role in climate policymaking in response to a direct response to the Yellow Vest protests, a protest movement that developed in backlash to a new policy that would increase the costs of fuel and become a heavy burden for rural communities in the country. The Yellow Vest protests made it clear that addressing climate change couldn’t be done with policies implemented from the top-down—citizens of all types, even those who might be skeptical, have to be brought into the process. The French assembly brought together 150 randomly selected citizens to propose measures to reduce France's greenhouse gas emissions. Their recommendations covered a wide range of areas, including transportation, housing, and food production and worked to ensure that the sacrifices and opportunities in any climate policy were shared as equally as they could across society. Other climate assemblies have been initiated through calls from the public. The organizing of the UK Climate Assembly was also linked to public protest movements. Across the pond, Extinction Rebellion, a direct action-oriented environmental organization based in the UK, was making headlines as they worked to “peacefully occupy the centres of power and shut them down.” Founded in 2018, Extinction Rebellion had three simple demands for the UK government: (1) declare a climate emergency, (2) legally commit to reducing carbon emissions to net-zero by 2025, and (3) form a citizens' assembly to recommend how progress could be made in that direction. Companion protests took place in countries around the world, including in the US, in Washington state. By November 2019, the government of the UK had agreed to hold the Climate Assembly UK, which was convened in 2020, involving 108 citizens who deliberated on how the country could achieve its target of net-zero greenhouse gas emissions by 2050. The 2021 WA Climate Assembly was substantially inspired by this climate assembly. Climate activists considered the government’s decision to hold the assembly to be a modest victory, though they lamented that the target goal for emission reduction did not meet the scale of the need for action. The success of the French and UK assemblies inspired similar initiatives in other countries. Scotland also held a citizens’ assembly on climate change in 2020, which significantly influenced national policy by emphasizing the need for stronger climate action and the incorporation of social justice into climate strategies. Belgium and Spain have also held climate assemblies in recent years. These assemblies are seen to bridge the gap between public opinion and policy making, because they provide a forum for people to deliberate issues and aim towards consensus building, which is vital in a democracy. The assemblies encourage participants to explore new ideas and identify the trade-offs and benefits of different policy ideas, rather than make bold proclamations of what must be done. As the assembly engages in their deliberation, this gives policy makers an opportunity to gain insight into the priorities and beliefs of the public they represent. This form of deliberation on the issue of climate came to the United States in 2021. In September 2019, the Protectors of the Salish Sea—a group of Indigenous organizers also known as “water protectors”—held a sit-in in front of the Capitol Building in Olympia, WA. Their primary demand was for Governor Jay Inslee to declare a climate emergency for the state. Governor Inslee had recently ended his climate-focused bid for the US presidency, and the water protectors and allied activists saw this opportunity to press Inslee on his reported commitment to climate in our state. They vowed not to leave the Capitol until the governor had declared a climate emergency in Washington, ended new fossil fuel project permitting, and convened “a special session on climate change that includes the voices of the youth, Indigenous peoples, and those most affected by the climate crisis.” For six months, the water protectors kept a daily vigil on the steps of the Capitol from September 24th through March 2020, waiting for Inslee, the self-styled “climate governor,” to respond, only leaving the Capitol in response to the ongoing coronavirus pandemic. Climate activists who allied with the water protectors decided to advocate for a variation of their third demand: for the governor to call a special legislative session on climate. In the spring of 2020, an informal group of advocates formed an organization called People’s Voice on Climate dedicated to expanding democratic methods to address the climate crisis. With the model of a national assembly in mind, the group began working to introduce the concept of a citizens' assembly on climate to Washington lawmakers, stakeholders, and potential funders of the assembly. Paul Chiyokten Wagner, a founder of the Protectors of the Salish Sea, has explained that in Washington, the special legislative “council” being called for would need to include “our Indigenous wisdom keepers, and the youth, as the youth rise up around the world in millions, because of the world collapsing in front of their eyes, and dying in front of their eyes…These people [Governor Inslee’s office] need to have open eyes, they need to see… Our salmon are dying in the rivers right now, they’re being cooked, and it’s all because of our climate emergency…” In the spring of 2020, at the request of constituents, five state legislators published an op-ed in a local paper, calling for a citizens' assembly to be organized. The process was relatively new to Washington state, and designed to empower ordinary people at every stage, trusting the informed will of the people to collaborate, propose solutions, and create a consensus on ways to move forward. As the five representatives wrote in the Everett Herald, “Too often in [the Washington State Capitol in] Olympia, the debate around our response to climate change devolves into environmentalists versus big businesses, urban versus rural, Democrats versus Republican. It would help us all to bring more voices to the table to understand deeply held concerns, concerns about the status quo, as well as concerns about the policies proposed to fight climate change.” It was their hope that the solutions that emerged through the representative deliberations of a climate assembly would win the support of the broader community and the state legislature. The WA Climate Assembly was convened in January 2021, and for over seven weeks, the selected assembly members engaged in intensive learning sessions led by experts and interested parties, deliberated on various climate policies, and merged their own lived experiences with the expertise of Washington state’s top climate scientists, advocates, and professionals. Asked to consider which policies they and their communities would like to see in Washington state, the climate assembly members were able to successfully craft a list of climate mitigation recommendations for the Washington State Legislature to consider. While each assembly process is unique to the region and its people, climate assemblies across the world have demonstrated the ability of groups of ordinary people to develop just, effective, and popularly accepted climate policy. Appendix B: Climate Change - Digging Deeper The Current Condition Although some greenhouse gases trap more heat per molecule than carbon dioxide, this gas is most responsible for global warming due to the vast quantities that humans emit into the atmosphere and because of the length of time it stays in the atmosphere. Other gases include methane, nitrous oxide, and a variety of synthetic chemicals. At present, CO2 accounts for 82% of greenhouse gas emissions, and in 100 years, 40% of the CO2 that is emitted today will still be in the atmosphere. Burning fossil fuels, such as coal, natural gas, and oil, is the most common way carbon dioxide is emitted. Since the industrial revolution, when humans began to burn fossil fuels at a large scale, climate scientists have calculated that CO2 levels have increased over 50%, from an estimated 280 parts per million (ppm) in pre-industrial time to just over 420 ppm in 2023. According to the National Oceanic and Atmospheric Administration, the most immediate effect of the increased carbon in the atmosphere has been to increase the earth’s temperature through the greenhouse effect. This has led to an increase in global temperature of about 2.0°F or 1.0°C since the beginning of the twentieth century. Current and Future Human Emissions Humans continue to burn vast amounts of fossil fuels every year, emitting 37.4 billion metric tons of CO2 in 2023. While in recent years emissions have decreased in many countries, it has increased in others, resulting in more emissions in 2023 than in any other year. Even if all CO2 emissions were eliminated today, the planet would continue to warm for decades because of the persistence of these gases in the atmosphere. How much the atmosphere will heat up in the future depends on the actions we take today. According to the Intergovernmental Panel on Climate Change (IPCC, an agency at the United Nations tasked with providing scientific information that governments can use to develop climate policies), the most likely outcome is that CO2 levels will rise to over 600 ppm, increasing global temperatures to between 2.5°C (4.5°F) and 3.5°C (6.3°F) before they stabilize. This said, it must be emphasized that this is only one of many possible outcomes and is based on certain assumptions about the actions that humans will take today and in the future. While the IPCC has concluded that this is the most likely outcome, they provide a range of future scenarios, each based on its own set of assumptions about the actions humans will, or will not, take in the future. Impacts of Climate Change Although a temperature increase of only a couple of degrees may not sound alarming, it can have dramatic consequences. A hotter planet impacts all parts of our climate, from changes in the highs and lows of daily temperatures to the amount and type of precipitation to the frequency and intensity of storms. The impacts of the increase in global average temperature (at roughly 1.36°C to date) are evident today across the world and here in Washington state. Some recent examples include: - Rising Temperatures: In June 2021, the Pacific Northwest had a record-breaking heatwave, with temperatures soaring over 110°F. This extreme heat led to over 100 heat-related deaths (and an estimated 450 total deaths), overwhelming hospitals and emergency services. Similar heatwaves have occurred across the world, with thousands dying during the European heatwave in 2022 and 75 deaths in Rajasthan, India, in May 2024 when temperatures reached 122 degrees F. - Wildfires: The 2020 wildfire season on the West Coast was caused by a combination of high rainfall the previous year (increasing vegetation) and summer drought (making it easier for trees to catch on fire). The wildfires burned over 800,000 acres, destroying hundreds of homes and causing thousands to flee from their communities. Devastating wildfire seasons have become common in the Western United States and Canada, with pictures on social media of large cities like Los Angeles and New York experiencing unsafe air quality from the smoke of burning wildfires. - Increased Flooding & Coastal Erosion: Heavy rainfall, rising sea levels, and melting snow make the risk of flooding far more likely. More communities in Washington have experienced extreme flooding, such as the 2020 Snoqualmie River flooding and coastal flooding as a result of King tides and a heavy storm in December 2022. Beyond these extreme weather events, there are unseen impacts of climate change that make daily life more difficult and dangerous for people. Carbon dioxide pollution leads to respiratory and heart problems. Of significant concern is that changes in climate could mean droughts that lead to food insecurity. Drought could also lead to increased water insecurity. Our biodiversity suffers as plants and animals struggle to adapt to a hotter planet and a more acidic ocean. Climate Change as a Wicked Problem So with all the dangers of climate change, why hasn’t anybody managed to solve this problem? In many ways, climate change is the hardest challenge human beings have ever faced; it is an example of what some call a “wicked problem.” This term refers to complex problems that are difficult to define and have no clear solution. Climate change fits this definition because: - It is interdependent. The causes and effects of climate change are interconnected across environmental, economic, and social systems. For example, a coal plant might be polluting a city, but that power plant provides electricity for people to live and thrive in that city. - It involves everyone. Addressing climate change requires cooperation from various stakeholders, including governments, businesses, and individuals. Carbon dioxide doesn’t stay in one area—it goes into our atmosphere. So preventing pollution in a single area will not be enough. - It does not provide certainty. Predicting the precise impacts of climate change and the effectiveness of different solutions is difficult (and sometimes impossible). Climate change emerged as a problem when humans harnessed fossil fuels to create the industrialized world. The world we live in today is made possible because of our ability to use energy to fuel machines. Humans today live longer and more secure lives than our ancestors did 200 years ago, but the same technologies that help us do this also help put our future at risk. Understanding Public Opinion on Climate Change While 97% of climate scientists agree that humans are causing global warming and climate change, where does the public stand on the issue of climate change? Does everyone agree? Understanding public opinion is challenging. Depending on what you ask and how you ask it, you get a lot of different answers. However, some clear patterns emerge: In the United States, a significant majority believes that climate change is happening and causing harm. A 2023 Pew Research Center survey found that about 71% of Americans acknowledge its impact on their communities. Other studies show similar numbers. A majority of people in the United States believe that climate change is important or affecting their community, yet it's not always seen as a top priority. In a 2023 survey, only 37% of Americans said addressing climate change should be a top priority for the president and Congress, ranking it 17th out of 21 national issues. Nevertheless, there is broad support for political action to address climate change, with most people agreeing that the federal government should do more. For example, specific measures, like incentives for renewable energy and regulations to reduce carbon emissions, receive widespread support. It’s also true that support for climate action has grown over time but has become more polarized by political parties. Among Democrats, 78% consider climate change a major threat, while only 23% of Republicans share this view. In Washington, the gap is even wider, at 94% and 56% respectively. Depending on the question asked, what age group you ask it to, and other factors, this polarization can be greater or lesser than these numbers indicate. Overall, the trend is towards less polarization but the progress has been slow and inconsistent. Much of the difference is also based on concerns that the solutions will lead to the growth of government, regulations that will demand changes in habits or lifestyles, and a preference for solutions that involve the free market. With its emphasis on deliberative discussions—a shared inquiry where students consider, weigh, and respectfully discuss the costs and consequences of different options to address climate change—it is our hope that this curriculum will contribute to narrowing the gaps in public opinion about climate change. Outside the United States, concern for climate change is somewhat higher. The results of a 2022 Pew Research survey showed that of the 19 countries surveyed, 75% saw global climate change as a top threat, with the United States coming in third to last. Countries in Europe and East Asia are often among the most concerned about the threat of climate change. The reality is that while climate change is generally acknowledged as an issue affecting our planet, we are not necessarily united in our approach to dealing with it. One defining characteristic of a wicked problem is that it requires collaborative problem-solving, but the uncertainty of climate change and its proposed solutions make it difficult to work collaboratively. For more about how to present climate change ideas, and more about public opinion data on climate change, go to Yale Program on Climate Change Communication. Taking Action on Climate Change Even without complete consensus, citizens in the United States and the international community have begun to act. International conferences and agreements have been an important source of cooperation and accountability around climate change. As an example, the Paris Agreement, adopted in 2015, committed the international community to limiting global warming to below 2°C, with efforts to keep it below 1.5°C. In the agreement, over 190 countries committed to reducing greenhouse gas emissions and to enhancing resilience to climate impacts. While living up to these agreements is voluntary and difficult to enforce, the world’s attention and the specific commitments taken by nations often allow citizens in those countries to demand and pass legislation on climate change so that countries meet their goals. As an example, after pressure on the Chinese government by the international community, President Xi announced at the UN General Assembly that China was committing to reach peak carbon emissions in 2030. As a part of the effort to turn these climate pledges into reality, many countries have committed to aggressive action. The European Union’s Green Deal is a set of policies aimed at investing in renewable energy and sustainable transportation. In the United States, recent legislation, such as the Inflation Reduction Act of 2022, includes substantial investments in clean energy, electric vehicles, and carbon capture technologies. This act aims to reduce greenhouse gas emissions in the United States by 2030 to roughly 40% below 2005 levels. This has been paired with regulations to limit the carbon emissions of vehicles and power plants. At the state level, Washington has been proactive. Leaders from tribal and frontline communities have been active in spearheading legislation tying healthy environments to healthy communities. This is seen in the HEAL Act and the several climate mitigation and adaptation acts. For example, the state’s Clean Energy Transformation Act requires all utilities to transition to 100% clean, renewable, and non-emitting energy sources by 2045. In addition, Washington also implemented a cap-and-invest program through the Climate Commitment Act. This act sets a cap on carbon emissions and allows for trading of emission allowances that raised $2.2 billion in 2023 for climate action across the state. Reflecting the differences of opinion on how to address climate change in Washington, an initiative to repeal this act is on the fall 2024 ballot. New technologies are also an important component of acting on climate change. Energy technologies, such as wind, solar, and hydroelectric power, have seen rapid advancements and cost reductions. Innovations in battery storage technology are improving the reliability and efficiency of renewable energy systems. Electric vehicles (EVs) are becoming more popular and affordable, supported by investments in EV infrastructure. However, all these proposals and technologies might still leave a planet that is 2 to 2.5°C hotter than it was in 1900. It’s likely that taking further action will mean governments and the international community will need to seriously consider transitioning to a less carbon intensive way of life, often through the force of law. Climate advocates and scientists point out the reality that climate change is not a problem that can be solved only through individual action. Rather, collective action through policies, regulations, and systems changes are needed as well. Washington State Resources Because the Cascade Range divides Washington into a wetter and drier side, different regions will experience climate change differently. We recommend you look at your local area conservation district, tribal websites, local university, or local news sites to find more local information. You can also learn more on the WA Department of Ecology website or the UW Climate Impacts Group site. Conclusion Addressing climate change is going to be extremely hard, and it is going to require a multifaceted, collaborative approach that involves international agreements, national policies, technological advancement, and changes to how we live our lives. We believe SCA educators can play a crucial role in empowering their students to begin to have tough conversations about climate solutions and trade-offs. Drawing inspiration from the history and success of climate assemblies discussed in Section 1, the student climate assemblies that are the center of this curriculum provide an opportunity for young people to engage in influencing the climate actions their local governments or tribes will take and to envision themselves doing so the rest of their lives. It provides a space for them to understand the magnitude of the challenge and to imagine a world of possibility. When teaching this unit, we invite you to hold strong to the belief that students will come to see for themselves that, as a society, we can and will find ways to both mitigate and adapt to climate change, even if it sometimes seems like our efforts will never be enough. The challenge for educators is to neither espouse doomsday-ism nor pollyannaish hope. From a psychological perspective, both of these approaches to climate change can be a misplaced means of managing climate anxiety because each provides a sense of certainty of what the future will bring. For some people, having a sense of certainty about the future, even if that certainty is of a significantly impacted world, is less anxiety-producing than sitting with the uncertainty of not knowing what the future will bring. But espousing either of these end-of-the-spectrum perspectives on climate change is not supportive of students developing their own perspective on climate change, which is critical for their own sense of autonomy and emotional well-being. Please see the next section for an introduction to climate emotions, including links to resources for helping students recognize and manage their emotional response to climate change, especially climate anxiety. Learn More - For the site with the most resources, go to NOAA– The National Oceanic and Atmospheric Administration. Start with: climate.gov. - For a more streamline site about climate change, check out the Ask a Climate Scientist page: MIT Climate Portal. - Climate Literacy: A Guide for Educators, Communicators and Decision-Makers. NEW as of September 27th, 2024! Excellent set of principles for understanding and addressing climate change. Highly recommended! See Chapter 5 for principles related to equity and climate justice. - Learn more about climate solutions on Drawdown. - The US science report on climate assessment includes sections on the Pacific Northwest, frontline communities, tribal communities, and more: Fifth National Climate Assessment. Appendix C: Climate Justice Climate justice is an important theme to acknowledge and integrate into the Student Climate Assembly. Direct impacts of environmental injustice, such as pollution being dumped in underserved communities, are fairly easy to grasp. What about a family that can’t afford to get a hotel room to escape poor air quality caused by a fire? Or floods destroying an uninsured person’s mobile home? When there are combinations of financial, historic or current racial discrimination, health issues, and climate impacts, peoples’ problems start to add and multiply. The 5th National Climate Assessment identifies groups vulnerable to climate change health impacts, including pregnant people, communities of color, children, people with disabilities, people experiencing homelessness, people with chronic diseases, and older adults. In addition, people who work outside are more susceptible to climate impacts. Given these broad groupings, many people are vulnerable in multiple ways. The reality that climate change is going to have disparate consequences for different communities is clear. Amongst other pieces of legislation, the federal Inflation Reduction Act ensures that disadvantaged communities will receive money and programs to address environmental and health challenges resulting from climate change and fossil fuels. This includes investments in green infrastructure and resources in marginalized urban communities. Here in the state of Washington, the 2021 HEAL Act addresses the needs and priorities of communities overburdened by pollution and grappling with stark health disparities. Washington’s Climate Commitment Act also centers on climate justice. This legislation works to off-set some of the impacts of climate change to vulnerable populations. Political will can change, and as soon as the Washington November 2024 election, voters will decide on whether to keep the Climate Commitment Act. Climate Justice Quick Resources for Teachers - “Fifth National Climate Assessment” Chapter 15 focuses on climate justice. This report is congressionally mandated and developed by multiple government agencies. - For a curriculum on climate justice, go to CLEAN (Climate Literacy and Energy Awareness Network). This is a large database, so narrow your search to climate or environmental justice. A Deeper Dive - “Teaching STEM Through Climate Justice and Civic Engagement” by Sonia Doucetter, Heather Price, Deb Morrison, and Irene Shaver (2023) article published in Science Education and Civic Engagement: An International Journal. - Department of Health Washington State Environmental Health Disparities Map, interactive map. Appendix D: Tribes, Sovereignty and Climate Change In Washington, Native American tribes codified tribal sovereignty through the 1989 Centennial Accord, which established a framework for government-to-government relationships. As a result, Washington tribes operate on an equal footing with state and federal governments, not as jurisdictions under them, working side-by-side to address climate change and many other environmental issues. Tribal leaders have exercised their tribal sovereignty to play leadership roles in planning for statewide climate action as well as innovative local projects. This curriculum provides civics teachers with an excellent opportunity to reinforce civics standards that address the issue of tribal sovereignty and the roles that tribes play in Washington state politics. Start by using the John McCoy (lulilaš) Since Time Immemorial (STI) curriculum in your teaching, and consider contacting your local tribe. Invite tribal leaders and/or experts, scientists and technicians to answer questions at the beginning of a climate assembly and/or to hear students’ final presentations. You can also find pertinent information on your local tribe’s website. Look for a newsletter, especially from the natural resource department. This project addresses a number of STI high-school student outcomes, especially: “students understand that Tribal, state, and federal agencies often work together toward the same goal,” including addressing climate change. We also recommend these resources: - the Northwest Indian Fisheries Commission for western Washington tribes- look for news articles. - WA Climate Assembly talks by Suquamish Tribal Chair Leonard Forsman (starting on minute 8), Environmental Director of the Swinomish Department of Environmental Protection Todd Mitchell (starting on minute 27) and Tribal Policy Analyst Preston Hardison (starting on minute 17). In addition to understanding tribal sovereignty, it is important to recognize that tribal communities also frequently experience environmental injustice. Washington tribes are on the front lines of being both impacted by and addressing climate change. According to the Fifth National Climate Assessment, Chapter 16: Tribes and Indigenous Peoples, climate change continues to negatively affect the livelihoods, health, and cultural practices of Indigenous Peoples, as well as the ecological resilience of their territories. Self-determination is key to implementing effective resilience strategies that meet the needs of Indigenous communities. Indigenous Peoples are leading climate adaptation and mitigation actions guided by Indigenous Knowledge and values. For more information: - Fifth National Climate Assessment, chapter 16 Tribes and Indigenous Peoples (read the introduction and 1-3 Key Messages) - Climate Change and Our Natural Resources: A Report from the Treaty Tribes of Western Washington - Climate Change Impacts to Tribal Rights and Resources report from the Northwest Indian Fisheries Commission. Appendix E: Climate Emotions While teaching students the skills, perspectives and knowledge they need to address the climate crisis is critical, so too is teaching students how to recognize and manage the complex set of emotions that arise in them as the climate crisis worsens. As many educators know, the higher the degree of stress, trauma and anxiety that someone experiences, the less access that person has to higher-order thinking skills. Anxious, fearful students will be less able to work together to address the challenges of the climate crisis. With this in mind, teachers are encouraged to incorporate social and emotional skill development into this unit wherever appropriate. Students and adults alike feel anxious about climate change, and many believe that we aren’t doing enough. Seeing and reading about the impacts of climate change every day likely exacerbates feelings of worry and anxiety. Students need to know about efforts underway to take action on climate change, and they may even want to participate in those efforts. They will be glad to know that Washington State is a leader in this field with ground-breaking climate education projects. Learn more about these efforts at Climetime. Young adults and teens worry about how climate change will impact their lives. According to a survey conducted by the American Psychological Association, 48% of young adults report that stress about climate change affects their daily lives. A study published in The Lancet Planetary Health found that in young people aged 16 to 25, 59% of respondents were either very or extremely worried about climate change. In total, 84% of respondents were at least moderately worried. It is essential, therefore, that teachers approach this issue with sensitivity. It can be tempting to teach from a “doom and gloom” perspective, but such an approach could encourage students to conclude that there is little they or society can do to deal with climate change. Feelings of helplessness trigger apathy, disempowerment or anxiety. Educators must convey the urgency and reality of the situation and maintain a space for solutions, hope and the reality that tens of millions of people across the planet are diligently working on solutions to climate change. Ask for Help We recommend that teachers talk with their school counselors before you start this unit. Ask them for suggestions and resources. Let students know how they can ask for help if they feel depressed, anxious, or afraid. Asking for help is an important resiliency skill for your students. Remind them a few times during the unit how they can get help, but also point out that knowledge is power. In the nine classes that we have held SCAs in, students have said that overall, they feel less anxious about climate change after participating in this unit. Climate Emotions Quick Resources for Teachers - “Introduction: Climate Mental Health Support Activities”: two-page primer about teaching climate mental health activities. - “The Educator’s Guide to Climate Emotions”: 20 pages of easy reading. - “Educator’s Talk Climate Infographic”: one-page cheat-sheet. - “Emotional Impact of Climate Change”: three-minute YouTube video. Consider using it with students at some point. - “Climate Conversations: Connecting with Young People”: approx. 12 pages. A Deeper Dive - “Chapter 10: Talking to Students About Climate Emotions”: online supplemental information and teaching tools from Teaching Climate Change: Fostering Understanding, Resilience, and a Commitment to Justice - “Strategies for students’ emotional support when teaching about climate change: When to use them” - “Climate Mental Health page”: from Climate Literacy and Energy Network (CLEAN) - “Webinar: Beyond Doom & Gloom: How to Teach Climate Change Towards Empowerment with CLEAN”: well worth watching but a little long - “All We Can Save”: several options for working with climate emotions in different settings. Appendix F: Extension and Enrichment Learning Opportunities Introduction While this unit has a decidedly local focus, connecting the local to the global is critical if students are to have a full understanding of climate change, its impacts and its solutions. Time permitting, you are encouraged to engage your students in the following learning opportunities designed to make this connection. 2 - 3 Days (Time will vary depending on the enrichment project) Activity 1: Connecting the Local to the Global — 20 minutes Think-Pair-Share Activity: Working with a partner, have them do some initial research to identify local and global opportunities to make a difference (individually and/or collectively) on climate change. For connecting the local to the global, have students consult the United Nations Sustainable Development Goals and start by exploring SDG #13 (Climate Action). The site has a list of identified targets, statistics, and other resources to evaluate climate change initiatives. An additional site that has student-centered resources, including videos and take-action examples is the World’s Largest Lesson. You can have them explore the following questions: - How do they hope to address climate change? - What are their recommendations, and could they be implemented locally? - Why is it often important to make connections between the local and the global? Have students write down 3 local to global connections in their journal and 2 ideas for taking action. Have students share their ideas with a classmate and then participate in a whole class discussion. Prepare the following slides: Slide 3: Think-Pair-Share Instructions Slide 4: Connecting the Local to the Global Instructions Activity 2: Connecting Learning to Students’ Lives The following authentic projects will allow students to deepen their learning on climate change and climate action. In addition, some of these projects provide guidance for taking action and/or learning more about climate change in local environments. Note: If you have additional class time, you could have students explore the following enrichment options: The UN Campaign for Individual Action (ACTNOW) allows students to download an APP and track their own carbon footprint. This activity provides an opportunity for students to connect their learning to their own lives. If desired, here are additional teacher notes for this activity: This would be a good opportunity to discuss your survey results with a friend, peer, or student group. Next, take a look at the “Act Now” slides under “Content for You.” This provides a brief overview of the campaign and why it matters. From here you can: calculate your own carbon footprint and compare it to the global total. Finally, use the “actions” tool at the bottom of the app to identify ways you are taking action on climate change. Take a week or two to monitor your actions and discuss your results with the rest of the class. Think about the following questions in your discussion: What was the easiest thing you were able to do? What was the most challenging thing you were able to do? Prepare the following slide: - Slide 7: Provides instructions for downloading the ACTNOW APP. Activity 3: Explore Further: Connecting the Local and the Global (time will vary) In this activity, students explore local organizations that are working on climate-related issues in Washington State and/or the Pacific Northwest. In addition, educators can teach about the important role of NGOs or non-profit organizations in addressing local and global issues such as climate change. See directions below for how students can learn more about these local entities. Preparation - Prepare the authentic enrichment project instructions. You may choose to give students one or more of the options described below. - Prepare slide 8: Provide students with the following local organizations that are engaged in climate action work. Students can research one of the organizations and share what they have learned with the rest of the class. If students are interested, they could look for possible volunteer or internship possibilities. Here are questions to consider: - How is their work connected to what you have learned in this lesson? - What actions are they taking to address the issue? - What are the opportunities to get involved/volunteer? - What is an NGO or non-profit organization? How does their work provide opportunities for actively engaged citizenship? Organizations to Explore: - Got Green - Washington Environmental Council - EarthShare Washington - EarthGen - Washington Foundation for the Environment - Earth Corps - Conservation Northwest - U.S. Forest Service Activity 4: Additional project-based enrichment activities for students: 1. Create a political cartoon that characterizes the importance of taking action on climate change. This cartoon can be cleverly designed to highlight one or more of the factors contributing to climate change and its impact on our world. Your cartoon can contain images or illustrations and written words. 2. Create a children’s pop-up book on climate change. Your finished product could contain a collection of illustrations and words that highlight the factors that contributed to climate change, its impact, and a strategy for addressing the issue. 3. Create a climate action club at your school. You could meet weekly to learn more about climate change, discuss solutions, and come up with monthly take-action challenges for other members of your school community. You could have a climate scientist speak to your club about the importance of creating awareness and taking action on climate issues. 4. Explore how climate change has impacted species in Washington State or another context around the world. To get started, watch this video from the Washington Department of Fish and Wildlife, “Climate Change and its Impact on Hunting, Angling, and other Recreational Pursuits,” and discuss its point of view. - Then, select a species to learn more about. For example, you could explore the impact of climate change on salmon populations in Washington State. See this report, State of Watersheds 2020, for additional information on this topic. After researching how species have been impacted by climate change, create a pop-up children’s book or multi-frame cartoon that gives an overview of the issue and strategies to address it. This could also be done through illustrations and in a heritage language. 5. Have students analyze UN SDG #7, Clean Energy, and its target indicators, and its potential impact on climate change. Then, have students create a marketing campaign for a company that is committed to the use of clean energy technologies/resources. To convey the benefits of clean energy and the company’s commitment to clean energy, you design a social media platform (page, video, etc.) highlighting its merits. The social media advertisement will briefly outline the technology, its benefits, and how consumers will be contributing to the betterment of our planet (note: the social media platform does not have to be active or live but is intended to give students a platform to share an idea in which they are familiar). Appendix G: Glossary A glossary specific to this curriculum is not currently available. Until the authors are able to create one, please use the glossary below from the OER Climate Project. This glossary lists vocabulary by unit and may not line up with the phases of this SCA curriculum. Students may need to look through all five units to find the term they are in need of a definition for. Please see resource library to access the glossary. Attribution and License Attribution This resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program. Project Leads: Lisa Eschenbach, David Ketter Instructional Materials Author: Fernando Reyes, Ryan Hauck Thank you to the following educators who contributed to planning, development, and material review: Steven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire The Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License. Graphic design by Julianna Patterson. This work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction. License Except where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos.	oercommons	2025-03-18T00:37:44.654834	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/120229/overview", "title": "Washington State Climate Assembly, Appendix", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/91078/overview	Foldable on Layers of the Atmosphere Overview This is a foldable study aid to help remember the different layers of the Earth's atmosphere. 6th Grade Earth Science 6th Grade Earth Science Unit on Earth's Atmosphere This is a note taking activity where the students fold an extra long piece of copy paper lengthwise. The students then cut five flaps in the front and label them the layers of the atmosphere in order from the surface of the Earth. They are top to bottom: Exosphere, Thermosphere, Mesophere, Stratosphere,and Troposphere. The students then decorate the outside flaps to represent the different layers (similiar to what is shown). The inside is where the students will write the information they have researched on each layer. This can be used as a study guide as well.	oercommons	2025-03-18T00:37:44.676461	03/19/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91078/overview", "title": "Foldable on Layers of the Atmosphere", "author": "Tammy Speer" }
https://oercommons.org/courseware/lesson/73125/overview	Meal traditions in English- speaking countries Overview Teacher of English Irina Kurdziuk OER Teaching activities Meal traditions in English- speaking countries Objective: Meal traditions in English-speaking countries Level of culture: all 3 levels of culture Skills: speaking and writing Step 1: The teacher divides the class into groups of three or four students. Each group chooses an English- speaking country (it can be a student's own, the USA, and other English- speaking countries). Step 2: Each group should surf the Internet and find material about meal traditions in the chosen country. They have a day before the lesson for this task. Step 3: On the day of the lesson every student brings a material, that he founded. Then they do a project together on the A3 list draw or write information about meal traditions in the chosen country. Then present this information to the class. Step 4: During the presentation of one of the groups, other groups write down the most interesting facts of the presented traditions. Step:5 After each presentation each student will share the opinion about the most interesting facts and ask questions. In this way, 3 levels of culture are involved in this activity: meal traditions of student's own country, of the USA, and other English-speaking countries. All the students share their findings and opinion.	oercommons	2025-03-18T00:37:44.689779	10/03/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73125/overview", "title": "Meal traditions in English- speaking countries", "author": "Irina Kurdiuk" }
https://oercommons.org/courseware/lesson/88147/overview	Social Studies GED Terms to Know Overview This is a list of some helpful terms to know on the GED Social Studies test. Social Studies GED Terms to Know Creative Commons Attribution-NonCommercial 4.0 International License Social Studies GED terms to know Unit 1—Geography and the World - equator—imaginary line that runs around the middle of the Earth horizontally - trek—a migration or long journey - absolute location—the exact location of a place, using lines of latitude and longitude - relative location—a way to describe a place in relation to other places - map key—a map tool that explains the symbols used on a map (such as stars for capital cities, trees for parks, or icons for special events like battles) - map scale—a map tool containing small marks that stand for miles and kilometers (can be used to determine distance between locations on a map) - accurate—correct, or true, without errors - compass rose—a map tool indicating cardinal directions (north, south, east, west) and intermediate directions (northwest, northeast, southwest, southeast) used to help you determine direction on a map - population density—the number of people living in each unit of area (such as a square mile); some political maps use shading or dots to illustrate areas where people live, showing population density - climate—the weather conditions prevailing in an area in general or over a long period - elevation—height above a given level, especially above sea level - via—by way of; by means of; through - diverse—showing a great deal of variety; very different - sparsely—in small numbers; thinly - peninsula—a piece of land almost surrounded by water or projecting out into a body of water - fertile—capable of producing abundant vegetation, crops, or offspring - cultivation—the act of preparing the soil for the raising of crops; the act of cultivating land - scarce—in short supply; insufficient for the demand; lacking - precipitation—rain, snow, sleet, or hail that falls to the ground Unit 2—United States History - migrate—to move from one area or country to settle in another, especially in search of work - migration—movement from one region to another - urban—relating to a city or town - rural—relating to the countryside, rather than the city - table—a set of facts or figures systematically displayed, especially in columns and rows - rows—horizontal lines in a table - columns—vertical lines in a table - peak/peaked—to reach the highest level or greatest degree - ratify/ratified—to sign or give formal consent to (such as a treaty or contract); makes it officially valid - dispute/disputed—to argue about something; debate - precede/preceded—to come before or ahead of - sequence of events—the particular order in which things happen or are arranged - inference—a conclusion that is reached (based on evidence and reasoning) - temperance—restraining from or prohibition of alcoholic drink or excessive eating - cease—to end (to “cease to exist” means it no longer exists) - suffrage—the right to vote in political elections (women’s suffrage = women’s right to vote) - to object—to say something to express one’s disapproval or disagreement with something - aftermath—the consequences or aftereffects of a significant unpleasant event - to convey—to communicate or express an idea to someone; to transport or carry to a place - doctrine—a stated principle of government policy; a set of beliefs held by a particular group - abasement—the action or fact of being humiliated or degraded - decadence—luxurious self-indulgence - internment—the state of being confined as a prisoner, especially for political or military reasons - nullify/nullified—to invalidate or cancel out; to make of no use or value - to proclaim—to announce or declare officially or publicly - coup—a sudden, violent, and illegal seizure of power from a government	oercommons	2025-03-18T00:37:44.707685	11/19/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88147/overview", "title": "Social Studies GED Terms to Know", "author": "Jenny Bumgarner" }
https://oercommons.org/courseware/lesson/95590/overview	Lincoln's Proclamation of Amnesty and Reconstruction Lincoln’s Proclamation of Amnesty and Reconstruction Lincoln's Second Inaugural Address Questions for the 14 sections of the Wade-Davis Bill by section Wade-Davis Bill Wade-Davis Manifesto 1. Who Were the Radical Republicans? Overview - Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America. Now's The Time Lesson Plan 1: Scene One - Lincoln’s Proclamation of Amnesty and Reconstruction - Lincoln's Second Inaugural https://www.nps.gov/linc/learn/historyculture/lincoln-second-inaugural.htm - Wade-Davis Bill - https://www.presidency.ucsb.edu/documents/proclamation-115-concerning-bill-guarantee-certain-states-whose-governments-have-been - Proclamation 115 - Wade-Davis Manifesto Part 1: Document Analysis and Discussion Instructions Provide students with context for the disagreements between the Radical Republicans and President Abraham Lincoln. Talking points to include: Disagreement about abolition and speed and scope of abolition Conflict over role of the executive branch and Radical Republican path to maintain checks and balances with the Joint Committee on the Conduct of War Difference in perception of confederate states and the plan for how to reunify the Union when the war ends STEVENS: I fear Lincoln will be too generous with the traitors. STEVENS: It’s not just a dream! We are tearing out race hatred by the roots, law by law --from every inch of Confederate soil! We are building a new nation -- a new people! OBJECTIVES: - Students will be able to identify influential politicians/leaders within the Radical Republicans. - Students will read primary source documents to gain a deeper understanding of the political philosophy and agenda of the Radical Republicans during the Civil War and at the beginning of the Reconstruction Era. - Students will become familiar with the role of the Joint Committee on the Conduct of War. - Students will analyze primary source documents in order to outline Lincoln’s positions towards reunification, amnesty and reconstruction towards the end of the Civil War. - Students will be able to articulate the policy goals of the Radical Republicans in their plan for Reconstruction prior to the end of the Civil War and at the beginning of the Reconstruction Era. - Students will gain an understanding of the Radical Republicans’s objections to Abraham Lincoln’s Proclamation of Amnesty and Reconstruction. - Students will be able outline specifics of the Wade-Davis Bill. - Students will learn about Proclamation 115 and the Wade-Davis Manifesto. - Students will independently research a historical figure and find a corresponding primary source document. KEY TERMS/PEOPLE: - Radical Republicans - Thaddeus Stevens - Abraham Lincoln - Joint Committee on the Conduct of War - Lincoln’s Proclamation of Amnesty and Reconstruction - Lincoln’s Ten Percent Plan - Wade-Davis Bill - Proclamation 115 - Pocket-Veto - Abolition - Provisional governor - Suffrage PRIMARY SOURCE MATERIAL: - Lincoln’s Proclamation of Amnesty and Reconstruction - Lincoln's Second Inaugural https://www.nps.gov/linc/learn/historyculture/lincoln-second-inaugural.htm - Wade-Davis Bill - https://www.presidency.ucsb.edu/documents/proclamation-115-concerning-bill-guarantee-certain-states-whose-governments-have-been - Proclamation 115 - Wade-Davis Manifesto CONNECTING TO THE SCRIPT: In the Scene 1 of Now’s The Time, Stevens outlines the lofty goals of the Radical Republican agenda to Mrs. Smith. He continues to argue for these goals throughout the play. - What are the goals that the character of Stevens addresses in the script? - Make a list and see how it corresponds to the agenda of the Radical Republicans as you explore the text. ACTIVITY: The Radical Republicans vs Abraham Lincoln PART 1: Document Analysis and Discussion Students will read the amnesty and reconstruction plan proposed by Lincoln in 1863. Students will outline the core tenets of Lincoln’s plan and gain awareness of his position regarding reconstruction as the Civil War was coming to a close. In summarizing the document, students will be asked to define the “Ten Percent Plan” and to explain what Lincoln was trying to accomplish with this offer of amnesty. Students will read or listen to the reading of Lincoln’s Second Inaugural Address and will evaluate Lincoln’s attitudes towards slavery, abolition, and the end of the war. Ask students to identify if they believe that Lincoln’s attitudes towards slavery and abolition had changed throughout the course of the Civil War. Why or why not? PART 2: Small Group and Class Discussion Divide the class into small groups and assign the 14 sections of the Wade-Davis Bill (1864) equally and have the students interpret what each section addresses. As a class, work to summarize the document to determine the proposed action/function of the Wade-Davis Bill. (see question sheet) PART 3: Political Policy: Compare and Contrast/Investigating History Students will compare and contrast Lincoln’s plan and the plan supported by the Radical Republicans. Students will research the reception of these plans to gain clarity surrounding the policies being discussed in consideration of the end of the Civil War. Students will identify who aligned with the Radical Republicans. - What happened to the Wade-Davis Bill? - What was the vote on the Wade-Davis Bill? - What is a pocket veto? - How did Lincoln use a pocket veto? Students will read Lincoln’s Proclamation 115 and answer the following: - What reason did Lincoln provide for his veto? Students will read the Wade-Davis manifesto and answer the following: - What was the reaction to Lincoln’s veto? ACTIVITY: Tell US: Who Were The Radical Republicans? Students will put on their historical research hats to find primary sources related to one of the Radical Republicans in the list provided. Students will answer the following questions about their document: - What type of primary source did you find? - Who wrote/created the document? - What is the date of the document? - Who was the intended audience of the document? - What was the purpose of the document? - How does this document demonstrate the connection of the author to the goals of the Radical Republicans? Ex: Letters, speeches, political cartoons, transcripts, etc. - James Mitchell Ashley - John Armor Bingham - George Sewell Boutwell - Benjamin Butler - Zachariah Chandler - John Creswell - Henry Winter Davis - Charles Sumner - Benjamin Wade EXTENSION ACTIVITY: Timeline Utilize the beginning of the Now's The Time Curriculum and do a deep dive into the history of Reconstruction by working on a timeline either as a class, in small groups, or as an individual assignment. Ask students to highlight key events, people, places, legislation, etc. and to provide visual aids such as photographs, drawings, documents, maps and political cartoons to illustrate the varied record of Reconstruction. Students should be sure to include the inflection points covered in the script of Now’s The Time to gain a better understanding of the action in the play. Now's The Time Script: Scene One NOW’S THE TIME written by Jean Bordewich SCENE ONE– THE PRESIDENT IS DEAD Date: April 15, 1865 About 11 pm. Location: Congressman Thaddeus Stevens’ home in Lancaster, PA Characters: Congressman Stevens, Mrs. Lydia Smith, and an off-stage voice Messenger* Mrs. Lydia Smith is seated at her desk reading letters. Stevens enters, wet and cold, limping in heavy boots and dragging his club foot. He closes his umbrella and removes his coat. STEVENS I’m sorry to be so late. Don’t stop playing-- Smith cheerfully rises to greet him. SMITH You’re soaking wet! Here, give me those things – and there’s food in the kitchen if you missed dinner. STEVENS I’d rather have just a cup of chocolate. This downpour-- Smith takes his umbrella, hat and coat and hangs them up. Smith points to Stevens’s head. SMITH And I’ll bring the chocolate, too. Stevens sits and removes his boots. STEVENS As I was saying, this downpour reminds me of the president’s Inaugural last month. SMITH And we were drenched to the bone! But when he started to speak – remember? The light broke through the clouds… it was an omen. We knew the war was about to end. Stevens puts his leg up on a footstool and massages his club foot. STEVENS I fear Lincoln will be too generous with the traitors. SMITH I’m sure you’ll bring him around. STEVENS I still can’t believe he reached down into the rebel states for a vice president… Johnson! The most obstinate, pugnacious and ignorant man ever elected--- Smith enters and sets down a pot of chocolate and cups. SMITH --My people put their trust in President Lincoln, and you should too. STEVENS You’re right. We need Lincoln, shortcomings and all. SMITH Mr. Lincoln and you. Stevens is massaging his club foot. SMITH (Con’t.) The damp is making your foot ache. Stevens waves her off. STEVENS Never mind. Just hand me the chocolate. Stevens drinks and keeps talking. STEVENS (Con’t.) The war is over, but there’s still so much for Congress to do. Schools! SMITH And suffrage. STEVENS And farms! The freedmen must have their own land, and there’s plenty confiscated from the rebels for that. Stevens winces in pain as he places his foot on the floor. STEVENS (Con’t.) Lincoln must keep our troops in the South as long as necessary. SMITH Do you think he will? STEVENS Congress will have to push him, but he’ll do it. SMITH I hope you’re right. Stevens puts down his cup and leans back. STEVENS It’s a new day! Stevens and Smith sit together, sipping their drinks by the fire. Smith hums the gay polka tune she was playing on the piano. Stevens taps out the beat with the fingers of one hand, cup in the other. Beat. Stevens stops tapping; his mood becomes more serious; he puts down his cup and speaks. STEVENS Mrs. Smith— SMITH Yes? STEVENS I mean -- Lydia. She puts down her cup and turns to him. SMITH Yes… STEVENS Dear Lydia... Have you ever thought, I mean, has it ever crossed your mind – I mean, would you ever – would you -- ...marry again? SMITH Marry? Smith shifts uncomfortably. No, I don’t think so... STEVENS Under the right circumstances, of course. SMITH It’s hard to imagine what those might be. STEVENS Changed circumstances. Smith struggles for words as she senses his intentions. SMITH (gently) Dear Mr. Stevens…My dear Mr. Stevens….... we must live in the real world. STEVENS A new world is coming --- SMITH --In the world as we know it, some things are not possible. I live within the limits of what is possible -- in my world. STEVENS The world must change! SMITH And someday it will. But right now, I am a colored woman with two children and plenty to occupy me managing this household, and my own business affairs. Beat. STEVENS I feel you know my troubles. SMITH You are troubled, sometimes too much troubled, for my people. STEVENS There is no “your people” and “my people”! That’s what the slave power has done to us! Smith holds up her hands. SMITH Look at my hands …. see the violence that united our races. My skin, my hair – whose is it? It is mine and not mine --because my grandmother was raped by the master. STEVENS I reject the slave power! SMITH I resist, but I cannot ignore that power, because it tries to tell me who I am and what I am supposed to be. STEVENS The slave power knows nothing about you! It must be wiped from the face of the earth! SMITH Sometimes you are too much the dreamer! STEVENS It’s not just a dream! We are tearing out race hatred by the roots, law by law-- from every inch of Confederate soil! We are building a new nation --- a new people! SMITH But you’ve not erased the hate in men’s hearts. Not yet. Beat. Stevens hesitantly reaches for her hands. STEVENS May I? Smith extends her hands and Stevens tenderly turns them over in his. STEVENS (Con’t.) I… I … am not a young man. He stammers, trying to master his emotion. Yet I have never …. I mean, I have never… never been with….Never been more -- admiring -- of any woman --- I…. Smith looks at their hands but doesn’t speak. Stevens holds her hands a few beats more, then lets them go. STEVENS (Con’t.) I’m sorry…I shouldn’t have…I shouldn’t have presumed – The moment is interrupted by a loud, desperate knock at the door. It repeats several times before a man’s voice is heard. OFFSTAGE MALE VOICE Mr. Stevens! Startled, Smith jumps up but motions to Stevens to stay seated. SMITH Who could that be at this hour? It’s nearly midnight! OFFSTAGE MALE VOICE Mr. Stevens! Open up! SMITH Let me see to it. Loud, frantic knocking on the door again. OFFSTAGE MALE VOICE Open up! Telegram from Washington! Smith opens the door. A messenger tumbles forward waving a telegram. SMITH Thank you. Please wait outside while I read it. Stevens reads the telegram. STEVENS (Con’t.) The president has been shot. SMITH No! STEVENS By an assassin at Ford’s Theater. His condition is dire. He may not last until tomorrow. SMITH Poor Mary Lincoln! She’s still in mourning for young Willie. STEVENS I’ll send a message to Mrs. Lincoln right now and leave for Washington as soon as possible. Perhaps I can help. SMITH I’m going with you. I’ll pack our things. STEVENS If the president succumbs… Oh no. That would make Andrew Johnson president! SMITH Please God, don’t let Mr. Lincoln die! Blackout. Now's The Time Video: Lesson One	oercommons	2025-03-18T00:37:44.767744	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95590/overview", "title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum", "author": null }
https://oercommons.org/courseware/lesson/95591/overview	President Johnson’s Amnesty Proclamation Questions for Small Groups Reconstruction: Speech of Hon. Thaddeus Stevens– City of Lancaster Sept. 7th, 1865 2. Reconstruction vs. Restoration Overview Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America. Now's The Time Lesson Plan 2: Scene Two STEVENS: The president’s policy of “restoration” is replanting the seeds of rebellion, which, within the next quarter of a century, will germinate and produce the same bloody strife which has just ended. JOHNSON: We can now proclaim,“The Constitution as it is! The Union as it was!” OBJECTIVES: - Students will be able to articulate the key tenets of Johnson's Amnesty Proclamation. - Students will examine the role of the Presidential pardon during Johnson's tenure in the Reconstruction Era. - Students will outline the arguments that Thaddeus Stevens makes in his speech on Reconstruction. - Students will compare and contrast the plans for Presidential Reconstruction and Radical Reconstruction. - Students will be able to define terms including: reparations, amnesty, pardon, confiscation and Copperheads. - Students will reflect upon how the reconstruction plan supported by Radical Republicans sought to make revolutionary changes to the U.S. Constitution in regards to political representation and suffrage. KEY TERMS/PEOPLE: - President Andrew Johnson - Thaddeus Stevens - Presidential Reconstruction - Restoration - Radical Reconstruction - 13th Amendment - Amnesty Proclamation - Reparations - Amnesty - Pardon - Confiscation - Taxation - Debt - Three-Fifths Compromise - Copperheads PRIMARY SOURCE MATERIAL: President Johnson’s Amnesty Proclamation Reconstruction: Speech of Hon. Thaddeus Stevens– City of Lancaster Sept. 7th, 1865 ACTIVITY 1: PART 1: Primary Source Analysis and Group Discussion The class will be divided into six small groups. Each group will be tasked with summarizing the arguments in their assigned document either Johnson’s Amnesty Proclamation or Stevens’ Reconstruction Speech to the City of Lancaster. Students will regroup as a class for a teacher-led discussion to compare and contrast the documents. PART 2: CONNECTING TO THE SCRIPT: Students will then read Scene Two in Now’s The Time and identify how the playwright incorporated Johnson's and Stevens's views into the scene. What other information is communicated throughout the scene to demonstrate the divide between Stevens and Johnson? ACTIVITY 2: Political Cartoons Students will look for political cartoons that were published during Reconstruction and that address the issues of Reconstruction vs Restoration. After identifying a cartoon, students should write a brief paragraph explaining the significance of the cartoon and how it relates to this particular debate between the Radical Republican and Johnson’s Reconstruction plan. Students should answer the following questions: - Who is the author/creator of the political cartoon? - What publication published this cartoon? - When was it published? - Where was it published? - What is the subject? - Who is the target of the political cartoon? - What political figures are featured in the cartoon? - What imagery can you find that relates to symbols of the United States? Ex: Flag, Statue of Liberty, U.S. Constitution, etc. - What is the cartoon critiquing? - What message is the cartoon trying to convey? EXTENSION ACTIVITY: Understanding Political Disagreement Ask students to identify a current political issue. Students will explore the primary views articulated by political leaders at the local, state, or national level. Students will be asked to prepare a short report that answers the following questions: - What is the political issue? - What specific policy proposals are being considered? - What is the disagreement? - Is there disagreement within political parties? - Who are the political leaders that are tied to the issue? - How do different leaders communicate their positions? - What is your position on this political issue? Now's The Time Script: Scene Two SCENE TWO –RECONSTRUCTION V. RESTORATION Date: 1865 Location: Philadelphia Characters: Stevens, Smith, President Andrew Johnson, George T. Downing, Irish Soldier, Ensemble. A crowd gathers and waits for a lively 19th century political debate to begin. A brass band plays“The Battle Cry of Freedom” over the low buzz of the crowd. Downing, Smith and others in the throng are Stevens supporters (on one side of the stage), other crowd members (loosely gathered on the other side) are Johnson supporters. Johnson and Stevens are at podiums on a large raised stage. The crowd is excited, waving flags and banners that say, “The Union Forever!” Red, white and blue bunting drapes the stage. The band music and crowd noise fade. Lights up on Johnson and Stevens on separate podiums. Spot on Stevens. STEVENS The president’s policy of “restoration” is replanting the seeds of rebellion, which, within the next quarter of a century, will germinate and produce the same bloody strife which has just ended. Some say stripping the rebels of their estates and driving them to honest labor would be harsh and severe. But I say the whole fabric of southern society must be changed, and it never will be if this opportunity is lost. DOWNING --No land for the traitors! ENSEMBLE, SMITH, DOWNING/ pro-Stevens Stevens supporters applaud, cheer and whistle. STEVENS We have a duty handed to us by this nation’s founders. They found it impossible to agree upon a Constitution without tolerating – nay, without guaranteeing slavery. They trusted time to work a speedy cure. They had some excuse. But we have no excuse if we do not thoroughly eradicate slavery forever. Indeed, now is the time for the Second Founding of our great Union, a second chance to get it right-- DOWNING The Second Founding! SMITH --A new Union! ENSEMBLE, SMITH, DOWNING/pro-Stevens Cheering from Stevens supporters. An Irish-American soldier in his 20s enters, interrupting Stevens. The Soldier is wearing a tattered Union uniform, probably the best garment he owns, and speaks with a light Irish brogue. A battered canteen dangles from his side. SOLDIER Wait! Wait! Wait! This is a political showdown. Like the Lincoln-Douglas debates, remember? It’s a great American tradition. Settle in – wave your flags! Stomp and cheer! Now over here (Soldier points with both hands) we have President Johnson with his “Restoration of the South.” And over there (Soldier points again)--- Congressman Thaddeus Stevens and his outrageous “Reconstruction” plan – which really means de-con-struction and starting over. You don’t want to miss this. You’re quite an audience out there; we need you to step up. (Pointing the audience on the Johnson side of the stage. ) You! Over here -- you’re for Johnson -- you shout out with me and my boys. ENSEMBLE MEMBER (anonymous voice from crowd) Who are you? The soldier stands at attention, salutes, and points to a patch on his jacket. SOLDIER Veteran of the Irish Brigade, New York’s 69th. Union army. Anyway, if you’re a radical, you’re part of the Stevens Gang, over there (Soldier points toward the Stevens side of the house.) -- And whichever side you’re on, you know what to do, right? When your man scores a point, you sound off. If you want to knock off the other one, I’m not going to stop you. Yep, I’m a Johnson man-- but I’m here mostly for the excitement. On with the show! Soldier motions to the crowd and audience to join him as he moves, shouting, into the center of the crowd between Stevens and Johnson. , SOLDIER (Con’t.) Johnson! Johnson! ENSEMBLE/(Pro-Johnson) Johnson! Johnson! /Johnson! Spot on Johnson. JOHNSON /The first question is whether the land within the southern states should be held as conquered territory, under military authority --as Mr. Thaddeus Stevens and his radicals in Congress insist. I oppose that. Military governments, established for an indefinite period, divide the people into the vanquishers and the vanquished, and spur hatred rather than restore affection. Even more important to my principles, the policy of military rule over a conquered territory implies that the States whose inhabitants may have taken part in the rebellion had ceased to exist. I reject that. I believe no state ever actually left the Union. Their functions were merely suspended. ENSEMBLE, SMITH, DOWNING/(Pro-Stevens) (Chanting ) Stevens! Stevens! /Stevens! Let’s hear from Mr. Stevens! STEVENS /In Reconstruction, there can be no reform if the southern states have never left the Union. But reform must be effected –the foundation of their institutions must be broken up and relaid, or all our blood and treasure have been spent in vain. This can only be done by holding and treating them as a conquered people in conquered territory, not as citizens of the former states. Under the Constitution, Congress – not the president-- has full power to legislate for territories. ENSEMBLE MEMBER/ (pro-Stevens) No rebels in the Union! ENSEMBLE MEMBER (pro-Stevens) No traitors! SOLDIER Let the president speak! He talks sense! JOHNSON I have acted to restore the rightful roles of the national and state governments. Under my direction, provisional governors have been appointed for the States, conventions called, governors elected, legislatures assembled, and Senators and Representatives chosen-- ENSEMBLE MEMBER/(pro-Stevens) --That’s up to Congress! JOHNSON Ignore those agitators! ENSEMBLE MEMBER/ (pro-Stevens) Leeches! ENSEMBLE MEMBER/(pro-Stevens) Parasites! ENSEMBLE (several/pro-Johnson) Lock them up! / Lock them up!/Lock-- JOHNSON /The courts have been reopened / the post office and custom houses put back to work. And to try to remove all danger, I have felt it incumbent on me to assert one other presidential power --the power of pardon. President Lincoln last year pardoned hundreds of confederates; I plan to pardon thousands more --- ENSEMBLE MEMBER (Pro-Stevens) No more pardons! No more! JOHNSON --yes, thousands of pardons – and, I also plan to restore to its rightful owners the land confiscated by the federal government and given to the Negroes— SMITH --He can’t do that! Congress already gave that land to the freedmen! Soldier moves closer to Smith and Downing. SOLDIER Of course he can! ENSEMBLE MEMBER/(pro-Stevens) Johnson should be sued! SOLDIER He can’t be sued. He’s the President! DOWNING The President is not above the law. SOLDIER He is the law! Listen! JOHNSON --Then all parties, I have no doubt, will be able to work together in harmony…Further reuniting us beyond all power of disruption will be the ratification of the 13th amendment. This amendment removes slavery, and makes of us once more a united people, renewed and strengthened, bound more than ever to mutual affection and support. With this amendment adopted, the Southern states will resume their place in Congress and thereby complete the work of restoration. We can now proclaim, “The Constitution as it is! The Union as it was!” ENSEMBLE (Pro-Johnson) Cheers and whistles. STEVENS I must address the president’s comments about the land given to the freedmen. It is property seized from the rebels, the plantation owners who made their wealth from the labor of the human beings they enslaved. Then they committed treason, starting a long war that cost hundreds of thousands of lives of people loyal to our country. In my judgment, we shall not even approach justice until we have given every adult freedman a homestead on the land where he was born and toiled and suffered. Until they have this, we shall receive – and we deserve-- the censure of mankind and the curse of Heaven. ENSEMBLE, SMITH, DOWNING/ (Pro-Stevens) Cheering and whistles interrupt Stevens. STEVENS (Con’t.) --Now I want to discuss representation. Under the president’s policy of Restoration, every rebel state will send rebel representatives to Congress -- former slaveholders, secessionists and traitors, and they will control Congress and the White House. This is another reason we cannot let Andrew Johnson’s Restoration plan prevail! Instead let us build on the broad platform of “reconstructing” the government out of the conquered territory into new and free states where every person, regardless of race, shares equally in the fruits of liberty. Together let us fight this last and greatest battle for freedom! ENSEMBLE/ ALL Supporters of both Stevens and Johnson in the crowd break into yells, cheers, whistles, and shouts of “Stevens!” and “Johnson!” Light down. Spot up on Soldier downstage. SOLDIER My family, we come here poor from Ireland – County Kilkenny to be exact – and nobody never gave us nothing. My dad died from the coal mining, I’m sure of it. Coughed his way to the grave. Our mum brought us – all 8 kids – to New York to save us from that. We lived in the Five Points – the dumps -- until she died of the cholera. I didn’t want to go to war, but I had no good work, so I figured why not go. My pals were signing up and I went with them. Don’t get me wrong – I got nothing against the Negroes... I never went near them draft riots during the war. They was killing people, especially the coloreds, and then it spread. It wasn’t right. But I can understand – the rich folk paid $300 and their boys got off. It’s always like that, ain’t it? The rich start the war, the poor fight it. I can’t explain how those riots got so out of hand. Something just exploded in the poor whites, feeling like there wasn’t nothing for us. Beat. Soldier puts his canteen away and straightens his uniform, preparing to exit. SOLDIER (Con’t.) I’m sick of the Radicals. I didn’t fight for the Union to see the blacks take over and run this country, but that’s the way things are going, if you ask me. Slavery was wrong, but now it’s over. They got their freedom, now let ‘em go out and work -- become real Americans. Blackout. Soldier exits. Now's The Time Video: Lesson Two	oercommons	2025-03-18T00:37:44.813018	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95591/overview", "title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum", "author": null }
https://oercommons.org/courseware/lesson/95592/overview	15th Amendment Civil Rights Act of 1865 First Reconstruction Act of 1867 Mississippi Black Codes 3. Black Codes, Violence and Legislative Response Overview Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America. Now's The Time Lesson Plan 3: Scenes Three and Seven Students will need a working understanding of the role of the Freedmen’s Bureau. If you have not covered this in class make sure to go over the talking points. Purpose of Freedmen's Bureau Act to Establish a Bureau for the Relief of Freedmen and Refugees Function of Freedmen’s Bureau: Settlement, education, health care, reunification of families, “40 acres and a mule” Some talking points to consider: - At its height the Freedmen’s Bureau employed only 900 people - Emancipated population: 4,000,000 - What were the challenges facing these displaced people? - Economic insecurity, lack of formal education due to laws banning educating enslaved people, racism, discrimination, violence - Black citizens actively engaged in promoting the welfare of their communities by: Raising money and organizing to build churches and schools, holding political conventions to mobilize politically and fight for representation, building autonomy in their communities STEVENS: You’ve read the newspaper reports – Black Codes are being enacted by one southern state after another … families sold into indentured servitude – that’s slavery by another name! DOWNING: The police, all white, mostly Irish, brawled with a few colored soldiers who were in town for a little fun. Rumors flew, and white mobs went on a deadly rampage. There’s hardly a black man, woman or child left in the city. They’re dead, dying or have fled in terror. The newspaper reports are almost too -- vivid --to read. OBJECTIVES: - Students will gain an awareness of how southern whites continued to subvert the freedom granted by legislation during Reconstruction by enacting Black Codes to gain control over free-labor and social order. - Students will examine increased violence in areas of the South targeted against Black citizens and how these racially motivated acts of terrorism mobilized Congress to act. - Students will determine how Congress legally expanded the protection of civil rights and citizenship through legislation such as: Second Freedmen’s Bureau Act, Civil Rights Act of 1866, 14th Amendment, 15th Amendment, and the Reconstruction Act of 1867. - Students will use primary and secondary sources to examine the event known as the Memphis “Race Riot” or the Memphis Massacre. KEY TERMS/PEOPLE: - 13th Amendment - Freedmen’s Bureau - Black Codes - 2nd Freedmen’s Bureau Act - Civil Rights Act of 1866 - Memphis Massacre - Reconstruction Act of 1867 - Military Reconstruction - Thaddeus Stevens - William Pitt Fessenden - George Downing - Lyman Trumbull - President Andrew Johnson - Veto PRIMARY SOURCE MATERIAL: MS Black Codes 13th Amendment Second Freedmen’s Bureau Act Civil Rights Act of 1866 Reconstruction Act of 1867 14th Amendment 15th Amendment "Johnson's Reconstruction and How It Works" Political Cartoon Congressional Report 1866 Memphis Riot ACTIVITY: Black Codes and Reconstruction Legislation PART 1: Students will read the Black Codes enacted in Mississippi and answer the following questions: - When were Black Codes enacted? - Who was behind the enactment of Black Codes? - Why were Black Codes enacted? - Who was in charge of enforcing Black Codes? - How do the Black Codes undermine the concept of free-labor? ACTIVITY: Whole Class Discussion and Small Group Work with Presentations As a class, review the Black Codes enacted in Mississippi. Note that these Black Codes were the first to be instituted and considered the one of the most repressive. Ask students to reflect on why: demographics, length of Union presence, success of Black communities, etc. Once students are confident in their understanding of the motivations behind the enactment of Black Codes and their role in “restoring” previous systems of labor control and control of social order, divide students into smaller groups to read through the texts and summaries of the Second Freedmen’s Bureau Act, the Civil Rights Act of 1866, the Reconstruction Act of 1867, and the 14th Amendment. Ask students to create a presentation to explain the context of their assigned piece of legislation. Students should be able to answer the following questions: - When was this bill/act/amendment written? - Who is considered the author of the bill/act/amendment? - What are the key provisions of the legislation and how do they respond to the Black Codes or reports of increasing violence? - Who supported the effort to pass this legislation? - Who opposed the effort to pass this legislation? - What were the significant amendments or changes of language to this bill/act/amendment? - After the Congress passed this piece of legislation, what was the response in the South? ACTIVITY: The Scourge of Violence: The Memphis Massacre: CONTENT WARNING: The accounts of the Memphis Massacre are intense and include sensitive subject matter. There are graphic and detailed descriptions of racially motivated violence that includes abuse, death, sexual assault, racism, racial slurs, etc. Connecting to the Script: In Scene 7 of Now's The Time, Downing, Stevens and Fessenden talk about the news reports coming out of Memphis regarding the event known as The Memphis Massacre. Downing urges Stevens to convene a Congressional inquiry and both Stevens and Fessenden agree to send investigators. Those investigators draft the Congressional Report on the Memphis Massacre. As a class, watch or perform the first half of Scene 7. Introduce the topic of the Memphis Massacre to the students. Then, students will read various eye witness accounts of the Congressional Report on the Memphis Massacre. Assign specific accounts to small groups of students and ask them to summarize the account and to provide their analysis of the account for the class. - What is the name of the witness? - Provide a description of the witness: Age, race, gender, occupation, etc. - What was their experience? - Who did they feel was at fault? EXTENSION ACTIVITY: Podcast Students will work in small groups to research an event that occurred during Reconstruction in response to Black Codes, new federal legislation or reports of racially motivated violence that occured in the South OR the North during Reconstruction. Students will then work together to write a script for a short podcast utilizing both primary and secondary sources that they uncovered while completing the research. Students should include reflections on how the event was perceived in the past versus how it has been interpreted throughout history and in the present day. How is this event remembered or commemorated today? If not, why? STUDENTS will need to FACT CHECK their script and get instructor approval!!! Give students the opportunity to record and edit their podcasts and make them available for the whole class to engage with in order to gain a greater awareness of these events and their historical context and significance. EXTENSION ACTIVITY: The Past Informs The Present While the Reconstruction Era saw some of the most radical legislation in our nation's history with the 13th, 14th, and 15th Amendments, the enactment of black codes, violence and lack of political will to enforce laws that protected Black citizens culminated in the rise of Jim Crow. From the end of Reconstruction to the mid 1960s, Jim Crow laws and attitudes dominated the South and left Black citizens disenfranchised from the political system and the victims of the racially motivated terror and extreme violence. These deep scars are still experienced today. Ask students to identify a moment in recent history when these issues have come to light and have them reflect on the following questions: - How do these moments compare to the events during Reconstruction? - Where has progress been made and where do we as a society and a nation need to focus our attention to address racially motivated discrimination and find lasting and comprehensive solutions? - What impact has learning about Reconstruction made on how you view the present? Now's The Time Script: Scenes Three and Seven NOW’S THE TIME written by Jean Bordewich SCENE THREE – THE ACCIDENTAL PRESIDENT Date: 1865 Location: The Members’ Restaurant in the U.S. Capitol Characters: Stevens, Fessenden, Downing, Ensemble (others in restaurant) Senator Fessenden and Congressman Stevens are sitting at a table in the busy, crowded restaurant, which is bustling with a raucous mid-day crowd of Congressmen and Senators; tables covered in white tablecloths groaning with platters of wild game, oysters, and meat; the room redolent with whisky, cigars and sweat. Stevens is irate, talking loudly and nonstop. Fessenden thrusts and parries Stevens’s voluble verbal volleys and aggressive gesticulations. Fessenden is nursing a cup of tea, Stevens a glass of beer. STEVENS Johnson is a disaster! FESSENDEN Andy was – STEVENS --Andy is -- a traitor! You’ve read the newspaper reports – Black Codes are being enacted by one southern state after another…. families sold into indentured servitude—that’s slavery by another name! Forbidding freedmen from owning property or pursuing their trade. Black men, women and children merely accused of stealing a bale of cotton or a horse or even food – can be hanged! Meanwhile, whites murder blacks in cold blood and get off scot-free-- FESSENDEN --Thaddeus! STEVENS --Johnson hasn’t lifted a finger to help. Instead he’s ordered Union troops in the South to stand down! “Let the locals handle things. It’s a civil matter,” he says. It’s shocking!-- FESSENDEN --Are you finished? STEVENS --The freedmen are pouring off the old plantations by the tens of thousands. Where are they to go? Johnson will dismantle the Freedmen’s Bureau – which you and I fought hard for -- – just when the freedmen need it most. And that’s just the beginning of what he will do— With precise movements, Fessenden dabs his lips with his linen napkin and takes a drink, coolly ignoring Stevens. FESSENDEN My, that is excellent tea. Floral. STEVENS --Don’t try to shut me up, Pitt! We must stand together against Johnson! Downing enters. FESSENDEN I’m not trying to shut you up -- I’m trying to bring you back to reality! Are you quite through? Sensing the growing tension, Downing smoothly approaches the table and speaks to Fessenden in his most charming and genial manner. DOWNING You have a discerning palate, Senator. FESSENDEN Oolong? DOWNING Indeed, a fine Chinese Oolong. STEVENS Pitt, this is Mr. George Downing, the new proprietor of our restaurant. Fessenden stands and courteously shakes Downing’s hand. FESSENDEN Congressman Dixon told me he had persuaded the best restaurateur in Rhode Island to run our dining room, though I don’t know why he’d want his home state to lose you. DOWNING The idea was mine. I wanted to be close to great men, such as you, to persuade you to bend the course of events for the benefit of my race. Thank you for all you have done for the Union and the freedmen. FESSENDEN Indeed, more remains to be done. Fessenden sits but Downing remains standing. DOWNING I understand abolition runs deep in your family. FESSENDEN My father instilled it in all of us. My brothers and I embraced it, and our children did, too. Three of my sons fought for the Union. STEVENS His eldest, Samuel, died in the Second Battle of Bull Run. DOWNING My deepest condolences. Beat. Fessenden looks away. STEVENS (To Fessenden) Mr. Downing was instrumental in recruiting men for the colored troops-- but only after the governor guaranteed in writing they would receive fair and equal treatment. And he worked with Mr. Frederick Douglass against the Fugitive Slave Law. FESSENDEN I’m surprised our paths have not crossed before. DOWNING I am pleased the time has finally come. Mr. Douglass is the eloquent public voice of our work. As a businessman, I have applied myself to organizing and fundraising. But now the fight for equality has shifted from the battlefield to Congress. FESSENDEN We have no black representatives here yet – though I trust Reconstruction will change that. Our cause will benefit from your counsel. DOWNING I am eager to offer that. Now I will leave you gentlemen to resume your argument, but not on an empty stomach. STEVENS (to Fessenden) You don’t want to miss the beef and oyster pie, Pitt. Mr. Downing’s family is the biggest in the oyster business. I’m having that. DOWNING What shall I ask the waiter to bring you, Senator? FESSENDEN Just another pot of this excellent tea. STEVENS (rolling his eyes) Not your stomach problems again, Pitt. You need to eat! FESSENDEN (to Downing) I’ll try your fine oysters another time. Downing nods and exits. Fessenden refocuses on Stevens. FESSENDEN About Johnson. Remember he was steadfast, a bulwark for the Union during the war-- STEVENS (cutting Fessenden off -- and their tempo picks up) -- Hopelessly stubborn and-- FESSENDEN --And the only Southern Senator to stick with the Union. Give him that! STEVENS Pig-headed!-- FESSENDEN --Courageous as Lincoln’s military governor of Tennessee-- STEVENS --A mule! FESSENDEN Lincoln didn’t think he could win the border states without him, and he was probably right! STEVENS It was all ambition for Andy. He never had a Republican heart. Beat. FESSENDEN He’s always cordial to me personally. STEVENS That’s irrelevant. FESSENDEN Perhaps. But I also respect him, grudgingly. STEVENS Grudges! He’s all grudges and self-pity. He’s as filled with hate for the black man as-- FESSENDEN --As you are for the rebels! STEVENS It’s not the same! The freedmen are innocent, while the insurrectionists are guilty of the most abominable crimes! FESSENDEN Calm down. He’s president now---- STEVENS --an accidental one! You’ve heard his slogan - “The Constitution as it is, the Union as it was!” It’s appalling! FESSENDEN We need to give him a chance, work with him, guide him, bring him along with us on our path to Reconstruction— STEVENS --That donkey will never accept the bridle. FESSENDEN And neither will you! Your headlong rush to judgment is as much a danger as he is. STEVENS Surely you see where he’s headed. FESSENDEN There are rules and standards for how things are to be done, even in politics. I think we should follow them. STEVENS I did. I wrote after his inauguration asking him to suspend any presidential actions on Reconstruction until Congress was back in session. I never heard from him. He’s determined to ignore Congress altogether! FESSENDEN Congress? Or just you? STEVENS Johnson’s intent to usurp the entire Congress is very clear. Stevens shows Fessenden a sheaf of papers. STEVENS (Con’t.) Here! I’ve drafted a set of impeachment articles. Fessenden is clearly taken aback. He looks around to see who might be listening to Stevens’s shocking declaration. FESSENDEN Impeachment? Congress has never impeached a president. STEVENS Surely you aren’t bowing down to that tyrant! FESSENDEN Don’t insult me. I’ve stood up to worse than him and you know it! STEVENS Look, Johnson poses a mortal threat to Reconstruction. We owe it to the Union soldiers and their families to see the job through. Fessenden’s temper rises as Stevens continues to push him. FESSENDEN I have never wavered on what I know is right. You can’t deny that. We’ve worked together tirelessly, you in the House, me in the Senate. We financed the war, raised our troops, wrote the civil rights bill --- and passed one Reconstruction bill after another. Even when I felt your tactics were heavy-handed, I went along out of principle. Fessenden gestures aggressively at Stevens. But now you’ve gone too far! STEVENS Andy doesn’t believe he has to obey those laws that you and I pushed through Congress. He’s a cancer that must be cut out before it’s too late. FESSENDEN He’s only been in office a few months. Stop rushing things. Stevens shakes the papers at him. STEVENS Impeachment cannot wait any longer! Stevens slams the papers down on the table, but Fessenden knows he has the upper hand. FESSENDEN You don’t have the votes. Not even in committee. STEVENS No. Fessenden places his napkin on the table. FESSENDEN So…let’s not rush to condemn Andy. Fessenden pushes back his chair and stands, signaling the meeting is over. FESSENDEN (Con’t.) He’s not completely unreasonable. Blackout. SCENE SEVEN – THE FOURTEENTH AMENDMENT Date: June 1866, mid-afternoon Location: The Members’ restaurant in the U.S. Capitol Characters: Stevens, Downing, Fessenden, Ensemble. Stevens is seated at a table in the lightly populated restaurant. Downing approaches with a newspaper tucked under his arm. Stevens points for Downing to sit down at the table. Downing hesitates, remembering it’s not customary for him to do so, then does. STEVENS I’m waiting for Senator Fessenden, but until he arrives --- Downing pulls out the newspaper. DOWNING --Have you heard the news from Memphis?! STEVENS A little. DOWNING Senseless carnage against an entire community that was powerless to defend itself. STEVENS What do you know from your sources? DOWNING The police, all white, mostly Irish, brawled with a few colored soldiers who were in town for a little fun. Rumors flew, and white mobs went on a deadly rampage. There’s hardly a black man, woman or child left in the city. They’re dead, dying or have fled in terror. The newspaper reports are almost too -- vivid --to read. Like this one: Downing reads a newspaper article aloud. “Dead bodies of Negroes were found here and there in the streets. The violence during the night had been altogether committed by the whites. Indeed, it is said firemen set some of the houses on fire and that numbers of the police joined the rioters. They burned the schools and attacked the teachers-- “A colored girl named Rachel Hatchell, a scholar…who was running out of a burning house… was hunted down, shot and thrown into the fire. Her body lay in the ashes … burned to a crisp, except her head and shoulders. Someone had kindly thrown a shawl over this horrid spectacle.” Stevens pounds his fist on the table. STEVENS This cannot go unanswered by Congress! DOWNING Convene a Congressional inquiry -- now, while the evidence is fresh. Find out who committed these crimes. Discover which local authorities refused to stop it – and punish them all! STEVENS I’ll send my committee’s investigators to Memphis tomorrow. We’ve got to get to the bottom of what happened. DOWNING Something also has to be done about Johnson. Federal troops belatedly ended the massacre, but he’s pulling them out. Every Black person in the South could be murdered and he would not care! STEVENS I want him impeached! DOWNING Even that’s not enough. You must put the right to vote for black Americans into the Constitution. Iron-clad. And soon. Then my people can run for office and elect people who will protect us. STEVENS Johnson’s fighting the new Constitutional amendment with everything he’s got, and --- Downing spots Fessenden entering the dining room. DOWNING -- (sotto voce) Senator Fessenden is on his way to the table. Downing stands. STEVENS (Con’t.) --And even the Senate is dragging its heels on black suffrage. Fessenden arrives at the table. FESSENDEN Hello, Mr. Downing. A glass of your fresh summer lemonade for me, please. DOWNING Good day, Senator. STEVENS I trust you will explain to Mr. Downing and me why the Senate is holding up the constitutional amendment – at a time when black families are being hunted down, murdered and even burned out of their homes. DOWNING Please don’t tell us the Senate is wavering on black suffrage! FESSENDEN We will do the best we can under the circumstances. Fessenden sits down DOWNING The circumstances, Senator, are getting worse by the day for my people. Union troops were held back while local police joined in the killing. 46 blacks and 2 whites are dead. 91 homes and every school and church in the black community were burned to the ground. FESSENDEN My God. STEVENS I’m sending my committee there tomorrow. FESSENDEN I’ll dispatch Senate investigators with yours, Thaddeus. We need all the facts. DOWNING (to both Stevens and Fessenden) Respectfully, facts aren’t enough. For you, these are horrible statistics. For me, it’s much more. Three of the murdered soldiers are men I recruited for the Black Union regiments. I knew them and I loved them. FESSENDEN Please accept my condolences, Mr. Downing, and extend sympathy to the families – from the entire Congress. DOWNING We don’t need condolences. We need change! FESSENDEN Their murders are unforgivable. We must stop the violence! DOWNING The way to stop the violence is to amend the Constitution and guarantee us the vote. FESSENDEN I am here to discuss exactly that with Mr. Stevens. But I haven’t much time. The Congressman and I need to talk. DOWNING I understand. Downing backs away. DOWNING (Con’t.) Someone will bring your lemonade, Senator. What kind of tea would you like, Congressman? STEVENS Gunpowder. And make it strong. FESSENDEN The Senate won’t pass the amendment with your language. STEVENS Specifically --- FESSENDEN The section requires voting rights for every black man before a rebel state can return to Congress. We’ve— STEVENS --You’ve watered that down-- FESSENDEN --We’ve drafted a compromise. STEVENS Didn’t you hear Mr. Downing? We cannot compromise on this. FESSENDEN I have lined up the votes for passage in the Senate by excluding suffrage and keeping the amendment race-neutral. STEVENS Nothing is race neutral! Our whole society revolves around race and the whites’ hatred of the black man! FESSENDEN The amendment grants citizenship to every person born here or naturalized. Everyone knows that includes former slaves, but the language is not explicitly about race. STEVENS You should remind your wavering Republican colleagues that our party needs black voters in the South to win the next election. Fessenden places the draft of the 14th amendment on the table and points to the text. FESSENDEN Here. Let’s review what is included. Section One – Citizenship and equal protection under all the laws, federal and state. STEVENS You mean life, liberty and the pursuit of happiness – if you’re white. FESSENDEN Damnit, Thad! You know that was hard for me to get. Even some Senators in our own party hate it. STEVENS And the president’s veto? FESSENDEN The amendment will bypass him. We wrote language to send the amendment directly to the states for ratification. I believe no rebel state should be allowed back into the Union – or given a representative in Congress – until it adopts the amendment. The rebels won’t like that, but I believe it’s essential. Stevens scans Fessenden’s text. FESSENDEN (Con’t.) Your version was trying to do too much in a single Constitutional amendment. STEVENS Voting – for black men only, not even women – is too much ? FESSENDEN Right now, for my Senate colleagues, yes. STEVENS And Memphis? Isn’t the Senate outraged?! FESSENDEN Not outraged enough to force black suffrage on the states. STEVENS In our joint committee, you and I investigated more than 100 reports -- on the ground -- of savagery -- whippings, torture, murder – against black Americans across the South. We concluded that allowing ex-Confederates to rule in their former states is a policy of madness and folly. And that was before Memphis. You chaired that committee. FESSENDEN I wrote the report. STEVENS But--- FESSENDEN --But conditions are volatile. Senators don’t want to inflame things further right now. You know what’s going on. Republicans are united in ending slavery, even using our troops to protect the suffering people in the South. And we support their desire to vote. But it’s hard to overcome the belief – rooted in the Constitution -- that the federal government should leave control of the voting franchise to the states. STEVENS That is why we must change the constitution, with this amendment. All black men vote -- for starters. Then women. FESSENDEN Senators are saying, “If we force that on the South, what could the federal government force on our own states?” You know many northern states don’t let blacks vote either. And women voting – forget it – most women don’t even support that. I’m warning you – an amendment that’s too extreme will split our Republican caucus right down the middle. Let’s agree on language that’s less provocative -- STEVENS --Weaker-- FESSENDEN Not weaker. Less contentious. More durable. Something we can build on. Something that can pass. Beat. Stevens picks up the draft amendment. STEVENS Will this hold our party together? FESSENDEN Take what we can get now – citizenship, equal protection under all the laws. It’s a lot. We can push suffrage later. Now is not the time for that! Stevens contemplates the text. STEVENS I’m an old man. I haven’t much time left. In that, I am in sympathy with the Black man. Without real political and economic power, he hasn’t much time left either. Stevens leans close to Fessenden STEVENS (Con’t.) Voting rights. Guaranteed. Now. Beat. FESSENDEN If the House doesn’t accept the Senate version, the entire amendment is dead. Blackout. Now's The Time Video Lesson Three	oercommons	2025-03-18T00:37:44.893139	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95592/overview", "title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum", "author": null }
https://oercommons.org/courseware/lesson/95593/overview	15th Amendment Andrew Johnson Papers: "Interview With a Colored Delegation Respecting Suffrage" Poetry: Frances Ellen Watkins Harper The Fight For Suffrage_ Notable Leaders_Historical Figures "We Are All Bound Up Together" "What The Black Man Wants" 4.The Campaign for Suffrage Overview Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America. Now's The Time Lesson Plan 4: Scenes Four, Five, and Fifteen PRIMARY SOURCE MATERIAL: Francis Ellen Watkins Harper “We Are All Bound Up Together” Frederick Douglass “What the Black Man Wants” DOWNING: We will urge him to forge a powerful new political coalition of enfranchised freedmen and poor whites –which will gain its power from granting Black men the right to vote— SMITH: --Black men? SMITH: You’re wrong about them. And about the vote for women. Women could be part of that powerful new political coalition you want the president to embrace. That would be strategic! DOWNING: Surely you know women’s suffrage is – I mean, is considered by most – and certainly by the president – as --as -- an extreme policy. OBJECTIVES: - Students will analyze primary source material and be able to articulate the aims of Black leaders that were campaigning for suffrage during Reconstruction. - Students will recognize the discrepancy between the arguments for Black male suffrage and universal suffrage. - Students will demonstrate understanding of the primary arguments underlining the necessity of suffrage. KEY TERMS/PEOPLE: - Enfranchisement - Universal suffrage - 14th Amendment - 15th Amendment - Lydia Hamilton Smith - Francis Ellen Watkins Harper - Frederick Douglass - Thaddeus Stevens - National Equal Rights League - American Equal Rights Association ACTIVITY: Primary Source Analysis Students will read Francis Ellen Watkins Harper’s “We Are All Bound Up Together”. In partners or small groups students will work together to answer the following questions. - What is the primary argument of Harper’s speech for why women need the right to vote? - How did the death of her husband impact her life and leave her vulnerable in society? - What argument is she making about the dangers of inequality? - In her view, what is the true measure of the success of revolution? - What is she referring to when she states, “you are good enough for soldiers, but not for citizens”? - How does she address segregation? ACTIVITY: Primary Source Analysis Students will read Frederick Douglass’ “What the Black Man Wants”. In partners or small groups students will work together to answer the following questions" - How does Douglass explain freedom? - What does Douglass say about enfranchisement? Explain what he means. - What would denying the right to vote mean to the aims of the Union? - Why does Douglass argue that suffrage should not be delayed? - How does Douglass feel about universal suffrage? - What would suffrage provide in terms of opportunity according to Douglass? - What does Douglass assume about the prospect for the attitudes in the South to change? - Does Douglass believe that southern society will acquiesce to a new system of law? Why or why not? - What role does Douglass say the Black citizens of the South will play in supporting the Government? - Who does Douglass say are our “only friends in the South”? CONNECTING TO THE SCRIPT: PART 1: Throughout Now’s The Time, the playwright explores George Downing's efforts to secure suffrage rights for Black men and his preparation for the meeting with President Johnson with the delegation from the National Convention of Colored Men in February of 1866. In Scene 5, the audience gets a glimpse of this meeting. Have the students watch or perform Scene 5 and then have them read the account of the meeting from Johnson’s papers. Ask students to reflect upon the remarks of Downing, Douglass and Johnson. - How does the script reflect the historical record? - What impressions do you have of President Johnson after reading the script and looking at the historical record of his meeting with the delegation from the National Convention of Colored Men? PART 2: The playwright utilizes the conversations between George Downing and Lydia Hamilton Smith to highlight an important debate of the time regarding suffrage: suffrage for all men or suffrage for all. - How does the character of Lydia Hamilton Smith present her argument to George Downing? - How does Downing first react to her position? - How does Smith work to persuade Downing to consider her argument? - How does Smith communicate both her disappointment and her hope? - What is the 15th Amendment? - Who gained suffrage with the 15th Amendment and who did not? - How long would women have to wait for legal universal suffrage? - How long would Black women have to wait for voting rights protections? - How do you feel about Lydia Hamilton Smith's journey in the play? - How do you feel about women being denied suffrage at this time? ACTIVITY: Biography/Creative Writing Francis Harper was an accomplished writer and poet. Her poems serve as a reflection of her observations and her wishes to enact change. Read from selections of Francis Harper's poetry: Ask students to identify a historical figure that was part of the suffrage movement during Reconstruction. Students will research their figure and will create a short creative writing or artistic piece that reflects their biographical research. *list provided in resources Students should address the following in their research: - Who is your historical figure? - Where were they born? - When were they born? - What is their connection to the cause of suffrage? - Were they part of a specific suffrage group? If yes, identify and explain. - Did this person support universal suffrage? - Did this person support the passage of the 14th and 15th Amendments? - How was this person perceived by their peers? Students can be free to write a monologue, a poem, a speech, etc. to capture the story of these too often unsung and unknown Americans and their fight to push for suffrage. EXTENSION ACTIVITY: Civic Engagement Ask your students to identify a political issue that they feel strongly about and give them the opportunity to create a written piece (monologue, speech or poem) that examines their concerns and feelings towards this issue. Is there an action they can take to promote their viewpoint? Now's The Time Script: Scenes Four, Five and Fifteen NOW’S THE TIME written by Jean P. Bordewich SCENE FOUR – WOMEN MUST BE HEARD Date: Early February 1866 Location: The Stevens home in Washington, DC Characters: Downing and Smith Lights up on Smith at the piano in the living room of the Stevens home. Teacups and teapot are on a table. Downing arrives shaking off the cold as he removes his hat, coat, gloves, etc. and Smith hangs them up. Downing is confident, curious, energetic, has a hard time sitting still for long, likes to see what’s going on all around him, whether in the restaurant he manages or visiting someone’s home for the first time. Throughout the scene he is in motion, or wants to be. SMITH Thank you for coming here. DOWNING My pleasure. I have wanted to get to know you -- and Mr. Stevens -- better. SMITH Please have a seat. I’ll pour. Smith pours tea. Not sitting immediately, Downing walks around, examines a picture on the wall and caresses the piano. DOWNING Who plays? SMITH I do. DOWNING And that picture? SMITH A drawing of Mr. Stevens’s foundry in Pennsylvania. DOWNING I heard the Confederates set fire to it during the war. SMITH You seem to know a lot about his business. DOWNING It’s my job to know my customers-- SMITH I see. Smith offers him tea. DOWNING What’s on your mind? How can I help? SMITH I wouldn’t feel comfortable talking about this in the Capitol dining room, even if you did admit me without the Congressman. DOWNING My staff can operate the restaurant very well without me for a few hours. SMITH All right. I have – I have heard that you plan to take a delegation to the White House. DOWNING Now you seem to know a lot about my business. I thought we’d kept this pretty quiet. SMITH You have. Beat. DOWNING Well, as you already seem to know, I have carefully selected a group of 13 business men – 12 Black and one white – from a cross-section of states, to make our case. SMITH Were you invited? DOWNING No. SMITH Have you requested an appointment? DOWNING We tried. No response. We are going anyway. SMITH . Be careful. You may not realize what you’re getting into. DOWNING What do you mean? SMITH You’re new to Washington, and the politics are very complicated, especially with President Johnson. For years you’ve worked for our people without drawing public criticism. Is it wise to put yourself into the president’s line of fire now? Beat. Downing, slightly irritated, paces. DOWNING Mrs. Smith. Last year I placed everything on the line --everything I am, everything I own, everything I possess -- to put myself in the center of power. I asked my wife and ten children to give up a very comfortable life in Newport to move here… Our mansion on Belleview Avenue near the ocean. My successful businesses. A circle of accomplished friends and acquaintances. A place in society. I even jeopardized my campaign to integrate the Rhode Island public schools.I am not a soldier and I did not serve in the war. Sometimes I regret that. But once the rebel states were defeated, I knew I was called to fight here, now, in the corridors of power, whatever the cost, for as long as it takes. SMITH But pick your battles. The president is – erratic. DOWNING I have spent months organizing this delegation and I am not backing down now. SMITH Have you talked with Mr. Stevens about your plans? DOWNING No. I am careful what I say in the restaurant, and I have not seen him privately. SMITH Do you plan to tell him? DOWNING We prefer to act on our own. SMITH I understand but— DOWNING --And his relationship with the president is – SMITH --Poor. DOWNING That’s what I have heard. SMITH What are you going to say to the president? DOWNING We will urge him to forge a powerful new political coalition of enfranchised freedmen and poor whites –which will gain its power from granting Black men the right to vote— SMITH --Black men? DOWNING Yes, from all over the country. SMITH What about women? DOWNING That would muddy the waters. We must be strategic. SMITH Strategic. That’s an excellent description of Susan B. Anthony and Harriet--– DOWNING -- Miss Anthony? SMITH Yes. And Harriet Purvis and Frances Watkins Harper and -- DOWNING --Many consider Miss Anthony to be … abrasive – SMITH --And Mrs. Harper? DOWNING --Strident...too outspoken. SMITH Courageous. DOWNING Unwomanly. SMITH You’re wrong about them. And about the vote for women. Women could be part of that powerful new political coalition you want the president to embrace. That would be strategic! DOWNING Surely you know women’s suffrage is – I mean, is considered by most – and certainly by the president – as --as -- an extreme policy. SMITH And what do you think? DOWNING --In principle, I mean philosophically, yes, women should be able to vote someday -– but we must start with black men. SMITH You mean you are afraid to stand up for us now that it is actually possible. DOWNING Surely you know it’s not politically viable now. SMITH Surely you know nothing is possible unless you try. Beat. SMITH (Con’t.) I want to go with you to meet the president. DOWNING My dear Mrs. Smith. That’s… that would be quite--- SMITH Quite? DOWNING Unexpected. Black men are rarely seen inside the White House, other than as servants. A colored woman who is not a domestic would be seen as – bizarre. SMITH Bizarre. Me. Just being there. DOWNING You must understand. Our delegation of businessmen must have every chance to succeed – I do not want any false steps – SMITH --False steps? You mean – you don’t trust me. DOWNING I mean your presence would distract from our purpose. SMITH Distract? I think my presence would strengthen your idea for a new party of whites and Blacks, men and women! DOWNING I don’t want you to be embarrassed. SMITH Embarrassed? DOWNING Your -- association-- with Mr. Stevens is no secret in Washington political circles. And the subject of not a little gossip. Smith is thrown a bit off balance; power starts to shift. SMITH I do not concern myself with gossip, and neither should you! DOWNING You know the smallest thing can set off the president. We don’t need that. SMITH You’re being too cautious. This is the chance to make the case for women’s suffrage. Maybe he doesn’t understand how much women are counting on him, how we are working just as hard as men to rebuild our country. Once he does, he will soften. DOWNING (firmly) Not... this ...time. SMITH There won’t be another time! Women everywhere sit and smile and wait-- and wait --for what should already be ours. Not just colored women. Even your fashionable white clientele -- Mrs. Astor, Mrs. Vanderbilt –– no matter how rich, how smart, how sophisticated – it doesn’t matter. She can’t vote. What puts you ahead of us? DOWNING I believe you deserve it as much as I do. SMITH (pleading) Then please --please -- take me with you. DOWNING Your time will come. Be patient. SMITH I beg you. Beat. DOWNING All right, I will bring it up with the president. I promise. But I can not let you come with us. Blackout. Downing exits. NOW’S THE TIME written by Jean P. Bordewich SCENE FIVE – WHITE HOUSE CONFRONTATION Date: Feb. 7, 1866 Location: The White House Characters: Downing, Johnson, a White House aide, Ensemble (Downing’s delegation) Downing stands with his delegation waiting to see the President. The president’s aide approaches, uncertain why these Black men are inside the White House. AIDE The way out is over there. DOWNING I am here with a delegation of business owners to meet with the president. AIDE I don’t think the president is expecting you. DOWNING We have been unable to secure an appointment, but we have come as other citizens often do, on a matter of great urgency. AIDE The colored… are not permitted. President Johnson enters. His Aide moves to the side. Downing and his delegation are not invited to sit; everyone remains standing throughout the scene. DOWNING Mr. President. I am George T. Downing, owner of the Downing hotel and restaurant enterprises in Newport, Rhode Island, and New York City, and proprietor of the Members’ Dining Room in the Capitol. My colleagues and I are here to ask your support for the full enfranchisement and legal rights of Black Americans. The Joint Committee on— Johnson cuts Downing off. JOHNSON --I am a great friend of the colored race. Yet your race looks down upon the poor whites – you even prefer your former masters. I risked everything for the Union! Because of the war, the colored have gained a great deal, but poor whites have lost even the little they had. DOWNING Mr. President, whippings, torture, and murder continue with ever greater ferocity against the former slaves. We can save ourselves only with access to the ballot box and protection from violence. You have the power to save or destroy us; to bless or blast us. We trust --- JOHNSON (cutting Downing off again) --You do not know my heart! its feelings have always been for the colored man. I have owned slaves and bought slaves, but never sold one, so much have I cared for and protected them. I have been their slave instead of their being mine. I am the Moses of the colored race! DOWNING Your Excellency, there is now the opportunity to leave behind the terrible history of slavery. You could lead a new coalition of free, working people – black and white, men and women – who share similar economic difficulties and need a leader like you to champion their rights against the power of the former slave owners and the big financial interests in the North. You could lead a great political party representing the aspirations of a majority of Americans--- JOHNSON (cutting Downing off forcefully)--I am not quite through. You think only about the colored, not the plight of the poor whites mired in poverty, who could never even own a slave. Before the war, it was the colored man and his master who conspired to keep the poor white man in slavery! DOWNING --Voting rights, Mr. President, are essential— JOHNSON --There will be a war of the races if Blacks ever get access to the ballot! The abolition of slavery was merely incidental to suppressing the rebellion against the Union. Now that’s done. You’ve got the Thirteenth Amendment, take it and be satisfied. The Union is now restored, and the states will decide how to handle their people. Nothing can or should ever be forced upon the majority of a community without their consent!— DOWNING --That was said before the war— JOHNSON --I am talking about a principle, a fundamental tenet in my creed that the people must be obeyed! The people in each state have the right to decide what happens there. Is there anything wrong with that? DOWNING There is a great deal wrong with that, Mr. President, with all respect. If the lives and liberty of black Americans are left to the whims of whites in the South, we will be divested of all political power. JOHNSON The national government has no right to interfere! The states have always decided what happens in their borders. DOWNING The very thing you want to avoid in the Southern states – a race war --can only be avoided by the very measure for suffrage that we propose. And I would like to mention growing concern for the women’s vote as well -- JOHNSON --The suffrage question is for the people of each state to decide. Giving the vote to the black man will never happen; no, the best option for you and all the freed people is colonization. DOWNING I am shocked to hear Your Excellency embrace colonization, a discredited, pro-slavery theory that promotes human degradation. JOHNSON Go where you can create a society with your own kind! DOWNING Mr. President--- JOHNSON (firmly ending the conversation) --That is all. Good-day. Johnson turns on his heel and exits. The Aide escorts Downing and his delegation out. Blackout. NOW’S THE TIME written by Jean P. Bordewich SCENE ELEVEN – IMPEACHMENT IS A HOAX Date: February 1868 Location: Stevens home in Washington, DC. Characters: Smith Smith is alone at Stevens’s Washington home, laboring over a stack of opened letters at her desk. She picks one up and reads it aloud to herself. SMITH “Sir, we are in a deploreabil condition. Thare has been thousands of citizens of the Rebel states that has been driven away from their homes…. We cannot get justice in court. I will close hopeing to hear from you whether we can be helped or not.” The desperate letters never stop coming, but no one is enforcing Congress’s laws! There is nothing Mr. Stevens can do. He is too ill even to answer the mail. It won’t be long before I lose him. What will I do when he is gone? She touches her face, pats her hair approvingly, and runs her hands over her fashionable dress. She is pleased with what she sees. I am handsome for a woman my age. Graceful. And stylish. Intelligent. Musical. Quick at maths and letters. And I have a good head for business. I’ve made a better life for myself than most women like me. Yes, I’ve done well. But when I am honest with myself, I know I have bigger dreams. I am not old yet. More is still possible. But what? Sometimes I think about women of the future, like my granddaughter and her granddaughters and theirs, too. I see an unbroken chain of strong women --- into the next century and even the one after that. I try to imagine what their lives will be like. Do they own restaurants and hotels like Mr. Downing? Or – will there be colored women elected to Congress, serving next to men like Mr. Stevens? Are women and men studying together in schools, even colleges? What will they do that I cannot even imagine? The next step for us is the vote. It wasn’t easy to ask Mr. Downing to take me to the White House -- I’m more a behind-the-scenes person. I did it, but I was naive. The president’s not on our side. Most men aren’t with us. But if women unite, how long could it take? Ten years? Twenty? Surely no longer than that! Smith starts to play (Chopin Mazurka, Op. 6, No. 1 in F-Sharp Minor) Lights dim as music briefly comes up; both music and lights fade. . Blackout NOW’S THE TIME written by Jean P. Bordewich SCENE FOURTEEN - BETRAYAL Date: May 1868 – After the Senate impeachment trial vote Location: The Senate side of the U.S. Capitol Characters: Fessenden, Downing Downing is so angry that he risks tracking down Fessenden in a secluded part of the Capitol reserved for Senators only. Fessenden speeds up when he sees Downing and tries to avoid him but cannot. DOWNING Senator Fessenden. FESSENDEN (tersely) What are you doing here? DOWNING I must speak with you. FESSENDEN (Curtly) I’m in a hurry – DOWNING I will be brief. Fessenden points to a bench in the Senate corridor. FESSENDEN Let’s sit on this bench. DOWNING No, not there. FESSENDEN All right, we will stand. DOWNING Respectfully, others may listen here. I have an office at the restaurant where we can speak privately. FESSENDEN (irritated) I haven’t time to traipse to the other end of the building so you can address me in your office. What is it you wish to say? DOWNING About your vote in the Senate impeachment trial yesterday – FESSENDEN No doubt you were disappointed. DOWNING Not disappointed. Devastated! The president was acquitted by one vote! I never expected you to acquit a president who has done everything possible to oppress the Black man. Why did you betray us?! FESSENDEN You must understand my decision to acquit was very difficult, but I came to the judgment that in a matter as momentous as this – the first attempt to remove a president from office -- the Senate must be guided by the principles and the language of the Constitution-- DOWNING --The Constitution! The Constitution was an immoral compromise! It defined the Black race as less than human. FESSENDEN (brusquely) You imagine all obstacles for the colored race will be overcome by Andrew Johnson’s early departure. I wish it were that easy. Johnson’s vicious, hot-headed supporters would call it “assassination by Congress.” Don’t provoke them-- DOWNING --While they provoke others to murder! Beat. FESSENDEN Let the elections disencumber us of Mr. Johnson. DOWNING My people won’t be able to vote in those elections! He and his thugs will see to it. They can’t win unless we are kept from the polls – and they know it. FESSENDEN Mr. Downing, we are passing through turbulent and uncertain times. The Constitution and the law have always anchored me -- through all the tumult and chaos of politics, through loss and mourning, through four years of unceasing legislative labor during the war. They are what I rely on-- DOWNING (frustrated) --My people will be suffocated by jurisprudence! The Constitution can be amended. The law is sometimes wrong. But the victims of murder cannot be brought back from the dead. FESSENDEN The Constitution may be imperfect, but we must apply it with careful legal interpretation and enlightened reason--- DOWNING --The Black race will be exterminated before men like Johnson give way to reason! FESSENDEN Indeed, Johnson has been a terrible disappointment as president – in fact, a disaster. I expected him to work with Congress, yet he has done nothing but obstruct every attempt to rebuild the Union fairly. Still, the House presented the Senate with an unprecedented request, to judge a sitting president’s fitness to remain in office. As a lawyer, I thought the evidence was one-sided, and rushed through; the entire process offended my sense of fair play, and --- DOWNING --The Senate is not a courtroom where the fate of a single man hangs in the balance. In Congress, you decide the destiny of us all. FESSENDEN (hotly) Yes, every one of us and something much bigger – the future of our very fragile Union! DOWNING I meant the people – my people... your people... all the people and their freedom -- were in your hands. Our hearts were trembling with hope but--you crushed it! FESSENDEN Don’t you understand what’s at stake? Secession and the war have dangerously weakened our government. Impeachment is yet another assault on the stability of our institutions. We may have a bad president, but his removal could have destroyed the presidency itself -- and maybe even Congress. Then who will protect your people’s freedom? Fessenden moves his cane to the other hand. FESSENDEN (Con’t.) Be patient. DOWNING Patient! …. Patient!! FESSENDEN The elections are coming. Downing is ready to explode. Fessenden steps away but Downing blocks him. DOWNING Senator, I do not have your power to change the laws or remove a president, but I will use every ounce of my prestige and every penny of my wealth for the cause of my beloved and persecuted people. We have not come this far to turn back now. Do not tell us to be patient any longer. The time for freedom is NOW! Blackout NOW’S THE TIME written by Jean P. Bordewich SCENE FIFTEEN - SUFFRAGISTS Date: The next day Location: The Stevens home in Washington, DC Characters: Downing, Smith DOWNING I expect someone like Johnson to insult and berate me. But I counted Senator Fessenden as an ally-- SMITH (interjecting) --Mr. Downing— DOWNING --He talked to me as if I were a child – in public! SMITH We are used to that, aren’t we? DOWNING Never. SMITH He won’t apologize; he probably doesn’t even think he needs to. DOWNING White folks never do. SMITH Please sit down. DOWNING I’m not giving up!! SMITH On-- DOWNING --On justice. The Fourteenth amendment will be ratified soon, but we must have the Fifteenth – to guarantee the vote. SMITH For Black men. DOWNING Suffrage for black men – and for women. SMITH Oh? DOWNING I have thought many times about what you said when you begged to go to the White House. You said: “What puts you ahead of us in line for the vote?” I saw the women in my life in a new light. My wife and five daughters, Mrs. Astor, her wealthy white friends -- and you. Why, indeed, should every Black man get the right to vote before you do? I also want to apologize for my attitude toward you back then. SMITH You were rather-- DOWNING Condescending. SMITH Yes. DOWNING Patronizing. SMITH Yes, you were. DOWNING --Dismissive… SMITH That, too. DOWNING And worse -- I belittled your dream. SMITH Slights are nothing new for either of us. Mr. Stevens is weaker every day. Once he passes I will have more time, but I haven’t figured out how I can be of greater use to the cause. DOWNING I ran into Mrs. Harper recently. She and Mrs. Stone are starting a new women’s suffrage organization. They will not sell out the women’s vote for black men. I would like to introduce you to them. They need you. And I think you need them, too. Beat. Smith sits on the piano bench. SMITH They know I’m not a public speaker? DOWNING They don’t need more generals; they need an army of intelligent, committed women like you, colored and white – marching together and demanding your right to vote. Beat. Smith stands, confident. SMITH Yes. Tell them yes. I’m ready! Blackout. Now's The Time Video: Lesson Four	oercommons	2025-03-18T00:37:44.986902	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95593/overview", "title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum", "author": null }
https://oercommons.org/courseware/lesson/95594/overview	Constitutional Amendment Process Johnson's Cleveland Speech Library of Congress Research Guide on The 14th Amendment 5. The 14th Amendment Overview Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America. Now's The Time Lesson Plan: Scenes Seven, Eight and Nine Instruction notes: Provide context for the students regarding the timeline of events. Outline the process of the passage of an amendment in Congress. Look at the breakdown of votes in both the House and the Senate for the 14th Amendment. Look specifically at the vote breakdown in terms of geography. Talk about the next step in the process of a Constitutional amendment. The House passed the 14th Amendment (H.J. Res. 127) by a vote of 128 to 37, 19 not voting. The Senate passed the 14th Amendment (H.J. Res. 127) with amendments by a vote of 33 to 11. The House agreed to the Senate's amendments and passed the 14th Amendment (H. Res. 127) by a vote of 120 to 32, 32 not voting PRIMARY SOURCE MATERIAL: FESSENDEN: We’ve drafted a compromise. STEVENS: My dear colleagues, I implore you -- vote yes! FESSENDEN: The amendment will bypass him. It will go directly to the states for ratification. I believe no rebel state should be allowed back into the Union– or given a representative in Congress – untils it adopts the amendment. They won’t like that, but I believe it’s essential. STEVENS: I will not throw away a great good because it is not perfect. I will take it, and leave it to be perfected by better men in better times. JOHNSON: It is up to the state legislatures to stop this wicked and dangerous 14th Amendment to the U.S. Constitution, our most sacred document. And now, after I have rallied people in state after state, I believe they will. OBJECTIVES: - Students will understand the process of passing an amendment to the Constitution of the United States. - Students will follow the process of passing an amendment through the ratification process. - Students will identify the ways in which compromises are made in order to pass legislation. - Students will analyze primary source material in order to evaluate the varied positions on the 14th Amendment represented by Thaddeus Stevens and President Andrew Johnson. KEY TERMS/PEOPLE: - 14th Amendment - Ratification - Due Process - Joint Committee on Reconstruction - Congressional Election of 1866 - Thaddeus Stevens - President Andrew Johnson - John A Bingham - Jacob Howard ACTIVITY: Group Discussion Students will read the 14th Amendment in its entirety. Break the students in 5 groups and assign each group one of the five sections of the amendment. Students will work together to interpret and summarize the meaning of their section and present to the class. A discussion would be useful to check comprehension and provide clarity especially regarding political strategy, citizenship,due process, equal protection under the law, and restructuring of political representation (Three-Fifths Compromise). Next, students will read Johnson’s Cleveland Speech. Ask the students to respond to the following questions: - What is Johnson’s argument for not supporting the 14th Amendment? - What motivated Johnson to push for states to vote against the ratification of the 14th Amendment? ACTIVITY: Discussing Compromise CONNECTING TO THE SCRIPT: In the play, Stevens reflects upon his compromise of passing the 14th Amendment without suffrage for Black men. He states, “I will not throw away a great good because it is not perfect. I will take it, and leave it to be perfected by better men in better times.” Have students utilize the Now's The Time script and the Library of Congress Research Guide on The 14th Amendment to answer the following questions. - What do we know about the original language of the 14th amendment after it left the House of Representatives and was presented to the Senate? - What changes in the language did the Senate make? - How does the dialogue between Stevens and Fessenden demonstrate what was happening in the legislative process? - How does this back and forth demonstrate the difficulties of coming to compromise? Stevens did not know at the time that the 15th Amendment bringing suffrage to Black men would happen so quickly. He died before this legislation came to pass. - Stevens made the compromise anyway, why? - How would the 14th Amendment relate to suffrage in former confederate states? - How do you feel about the decision Stevens made? - What role does compromise play in our political system today? ACTIVITY: Looking at Legislation Have students identify a piece of legislation and examine areas of concession to demonstrate how political compromise is achieved. - What impact did this have on the scope of the legislation? - Did this change who supported the legislation? - Did this change whether or not the legislation passed? - How did constituents react to this compromise? ACTIVITY: A Letter To Thaddeus Stevens Throughout the play, Now’s The Time, the playwright makes use of letters that reflect the different correspondence Thaddeus Stevens relied on as the primary modality of communication between both his colleagues and acquaintances during the era. Ask students to write a letter to Thaddeus Stevens responding to the following prompt: Thaddeus Stevens worked tirelessly to expand the rights of citizenship and the equality under the law. There are many testimonies to Stevens' work but perhaps that of the 14th Amendment has been the most powerful in its scope. How does the 14th Amendment impact your life today and what would you tell Thaddeus Stevens about the state of your rights today? (Length can vary as for the time constraint or could be assigned as a take home assignment.) Now's The Time Script: Scenes Seven, Eight and Nine SCENE SEVEN – THE FOURTEENTH AMENDMENT Date: June 1866, mid-afternoon Location: The Members’ restaurant in the U.S. Capitol Characters: Stevens, Downing, Fessenden, Ensemble. Stevens is seated at a table in the lightly populated restaurant. Downing approaches with a newspaper tucked under his arm. Stevens points for Downing to sit down at the table. Downing hesitates, remembering it’s not customary for him to do so, then does. STEVENS I’m waiting for Senator Fessenden, but until he arrives --- Downing pulls out the newspaper. DOWNING --Have you heard the news from Memphis?! STEVENS A little. DOWNING Senseless carnage against an entire community that was powerless to defend itself. STEVENS What do you know from your sources? DOWNING The police, all white, mostly Irish, brawled with a few colored soldiers who were in town for a little fun. Rumors flew, and white mobs went on a deadly rampage. There’s hardly a black man, woman or child left in the city. They’re dead, dying or have fled in terror. The newspaper reports are almost too -- vivid --to read. Like this one: Downing reads a newspaper article aloud. “Dead bodies of Negroes were found here and there in the streets. The violence during the night had been altogether committed by the whites. Indeed, it is said firemen set some of the houses on fire and that numbers of the police joined the rioters. They burned the schools and attacked the teachers-- “A colored girl named Rachel Hatchell, a scholar…who was running out of a burning house… was hunted down, shot and thrown into the fire. Her body lay in the ashes … burned to a crisp, except her head and shoulders. Someone had kindly thrown a shawl over this horrid spectacle.” Stevens pounds his fist on the table. STEVENS This cannot go unanswered by Congress! DOWNING Convene a Congressional inquiry -- now, while the evidence is fresh. Find out who committed these crimes. Discover which local authorities refused to stop it – and punish them all! STEVENS I’ll send my committee’s investigators to Memphis tomorrow. We’ve got to get to the bottom of what happened. DOWNING Something also has to be done about Johnson. Federal troops belatedly ended the massacre, but he’s pulling them out. Every Black person in the South could be murdered and he would not care! STEVENS I want him impeached! DOWNING Even that’s not enough. You must put the right to vote for black Americans into the Constitution. Iron-clad. And soon. Then my people can run for office and elect people who will protect us. STEVENS Johnson’s fighting the new Constitutional amendment with everything he’s got, and --- Downing spots Fessenden entering the dining room. DOWNING -- (sotto voce) Senator Fessenden is on his way to the table. Downing stands. STEVENS (Con’t.) --And even the Senate is dragging its heels on black suffrage. Fessenden arrives at the table. FESSENDEN Hello, Mr. Downing. A glass of your fresh summer lemonade for me, please. DOWNING Good day, Senator. STEVENS I trust you will explain to Mr. Downing and me why the Senate is holding up the constitutional amendment – at a time when black families are being hunted down, murdered and even burned out of their homes. DOWNING Please don’t tell us the Senate is wavering on black suffrage! FESSENDEN We will do the best we can under the circumstances. Fessenden sits. DOWNING The circumstances, Senator, are getting worse by the day for my people. Union troops were held back while local police joined in the killing. 46 blacks and 2 whites are dead. 91 homes and every school and church in the black community were burned to the ground. FESSENDEN My God. STEVENS I’m sending my committee there tomorrow. FESSENDEN I’ll dispatch Senate investigators with yours, Thaddeus. We need all the facts. DOWNING Respectfully, facts aren’t enough. For you, these are horrible statistics. For me, it’s much more. Three of the murdered soldiers are men I recruited for the Black Union regiments. I knew them and I loved them. FESSENDEN Please accept my condolences, Mr. Downing, and extend sympathy to the families – from the entire Congress. DOWNING We don’t need condolences. We need change! FESSENDEN Their murders are unforgivable. We must stop the violence! DOWNING The way to stop the violence is to amend the Constitution and guarantee us the vote. FESSENDEN I am here to discuss exactly that with Mr. Stevens. But I haven’t much time. The Congressman and I need to talk. DOWNING I understand. Downing backs away. DOWNING (Con’t.) Someone will bring your lemonade, Senator. What kind of tea would you like, Congressman? STEVENS Gunpowder. And make it strong. FESSENDEN The Senate won’t pass the amendment with your language. STEVENS Specifically --- FESSENDEN The section requiring voting rights for every black man before a rebel state can return to Congress. We’ve— STEVENS --You’ve watered that down-- FESSENDEN --We’ve drafted a compromise. STEVENS Didn’t you hear Mr. Downing? We cannot compromise on this. FESSENDEN I have lined up the votes for passage in the Senate by excluding suffrage and keeping the amendment race-neutral. STEVENS Nothing is race neutral! Our whole society revolves around race and the whites’ hatred of the black man! FESSENDEN The amendment grants citizenship to every person born here or naturalized. Everyone knows that includes former slaves, but the language is not explicitly about race. STEVENS You should remind your wavering Republican colleagues that our party needs black voters in the South to win the next election. Fessenden places the draft of the 14th amendment on the table and points to the text. FESSENDEN Here. Let’s review what is included. Section One – Citizenship and equal protection under all the laws, federal and state. STEVENS You mean life, liberty and the pursuit of happiness – if you’re white. FESSENDEN Damnit, Thad! You know that was hard for me to get. Even some Senators in our own party hate it. STEVENS And the president? FESSENDEN He will oppose it, but of course the amendment will bypass him and go directly to the states for ratification. I believe no rebel state should be allowed back into the Union – or given a representative in Congress – until it adopts the amendment. The rebels won’t like that, but I believe it’s essential. Stevens scans Fessenden’s text. FESSENDEN (Con’t.) Your version was trying to do too much in a single Constitutional amendment. STEVENS Voting – for black men only, not even women – is too much ? FESSENDEN Right now, for my Senate colleagues, yes. STEVENS And Memphis? Isn’t the Senate outraged?! FESSENDEN Not outraged enough to force black suffrage on the states. STEVENS In our joint committee, you and I investigated more than 100 reports -- on the ground -- of savagery -- whippings, torture, murder – against black Americans across the South. We concluded that allowing ex-Confederates to rule in their former states is a policy of madness and folly. And that was before Memphis. You chaired that committee. FESSENDEN I wrote the report. STEVENS But--- FESSENDEN --But conditions are volatile. Senators don’t want to inflame things further right now. You know what’s going on. Republicans are united in ending slavery, even using our troops to protect the suffering people in the South. And we support their desire to vote. But it’s hard to overcome the belief – rooted in the Constitution -- that the federal government should leave control of the voting franchise to the states. STEVENS That is why we must change the constitution, with this amendment. All black men vote -- for starters. Then women. FESSENDEN Senators are saying, “If we force that on the South, what could the federal government force on our own states?” You know many northern states don’t let blacks vote either. And women voting – forget it – most women don’t even support that. I’m warning you – an amendment that’s too extreme will split our Republican caucus right down the middle. Beat. Let’s agree on language that’s less provocative -- STEVENS --Weaker-- FESSENDEN Not weaker. Less contentious. More durable. Something we can build on. Something that can pass. Beat. Stevens picks up the draft amendment. STEVENS Will this hold our party together? FESSENDEN Take what we can get now – citizenship, equal protection under all the laws. It’s a lot. We can push suffrage later. Now is not the time for that! Stevens contemplates the text. STEVENS I’m an old man. I haven’t much time left. In that, I am in sympathy with the Black man. Without real political and economic power, he hasn’t much time left either. Stevens leans close to Fessenden STEVENS (Con’t.) Voting rights. Guaranteed. Now. Beat. FESSENDEN If the House doesn’t accept the Senate version, the entire amendment is dead. Blackout. NOW’S THE TIME written by Jean P. Bordewich SCENE EIGHT – MUTUAL CONCESSION OR MUTUAL HOSTILITIES Date: June 13, 1866 Location: The chamber of the U.S. House of Representatives Characters: Stevens, Ensemble. The scene opens to the rumble of reporters and visitors excitedly crowding the galleries, and a full chamber of House members. Stevens slowly and painfully makes his way to his desk and remains standing. He puts down his papers and looks at the crowd in the galleries. A hush descends. STEVENS I rise in support of this Constitutional amendment and to urge you to vote for it. It falls far short of my wishes, but it fulfills my hopes. I believe it is all that can be obtained in the present state of public opinion, which has been educated in error for a century. The first section defines who are citizens of our country. It declares this great privilege to belong to every person born or naturalized in the United States. This is an excellent provision.It means whatever law punishes a white man for a crime shall punish the black man in the same way and to the same degree. At present, different degrees of punishment are inflicted, not on account of the magnitude of the crime, but according to the color of the skin. The second section fixes the basis of representation in Congress. It is not as good as the section I wanted, which would have refused to allow any rebel state back in Congress if it did not permit its black male citizens to vote. But too few share my principle of universal suffrage. Believing, then, that this is the best we can get now, I accept it. You may ask why I accept so imperfect a proposition? I answer you: because I live among men and not among angels. Among men as intelligent, determined and independent as myself, who do not choose to yield their opinions to mine. Mutual concession is our only resort -- or mutual hostilities. I will not throw away a great good because it is not perfect. I will take it, and leave it to be perfected by better men in better times. My dear colleagues, I implore you -- vote yes! Lights down as cheers rise from the crowd in the galleries. The sound of the presiding officer’s gavel pounding to quiet them is heard as lights fade to black. NOW’S THE TIME written by Jean P. Bordewich SCENE NINE - JOHNSON’S NIGHTMARE Time: September 1866. Location: President’s Johnson bedroom in the White House Characters: Johnson, Ensemble (with Downing, Smith, Stevens, Fessenden) The stage is bare except for a bed center stage and the projection wall behind; it is dark except for a spot on Johnson in bed. Johnson has returned to the White House after a barnstorming trip through the states urging legislatures to reject the Fourteenth Amendment passed by Congress in June. The New Orleans massacres of Black Americans took place in early summer. He starts to toss and turn, talking in his sleep. JOHNSON Parasites… Johnson settles down. A continuous loop of black-and-white images comes up on the back wall accompanied by a low, dissonant, buzzing drone. They slip in and out of focus, running quickly like a (21st century) video in Johnson’s sleepy head— headlines about Memphis, Rachel Hatchell, the recent New Orleans massacre, grainy photographs of the dead; photos of piles of dead bodies of Union soldiers from the Civil War; Civil War battle scenes; photos of crowds from a patriotic political rally; a few quick glimpses of Stevens, the image of a devil. The sound grows louder and louder under the video-like montage, a disturbing sound increasingly impossible to ignore. As the montage intensifies, Johnson tries to escape, putting pillows over his head, slinking deeper under the sheets, tossing and turning more wildly. Exhausted, he throws off the sheets and yells. JOHNSON Stop! Johnson groggily rises out of bed, wearing his nightshirt (no nightcap-Sept. is warm). Spot follows Johnson. A dream. As he comes to full wakefulness, the sound fades out, montage slows and fades but not completely. A bad dream. They don’t scare me. Johnson stumbles a bit as he makes his way downstage. The night … trying to torment me. Turning and shaking his fist toward the wall with its montage still dimly visible and playing in a continuous, silent loop. I don’t care about them. Let them persecute me!…I will not change! As Johnson arrives downstage, now fully awake, present and defiant, a silent phalanx of his political foes dressed in modern black, like figures from a dream, slowly enter the very dimly lit stage left (rear), one by one, single file: Downing, Stevens, Fessenden, Smith, then Ensemble members who represent anti-Johnson citizens at the rallies. They form several rows, like a chorus, center stage rear. Stevens and his radical friends are in league with the devil. They are a common gang of greedy bloodsuckers! They say they are great patriots, but have they ever gone into the field? Have they lost a son in the war, as I have? No! They just call everybody a traitor who disagrees with them. They are lazy, unpatriotic men who are growing fat at the public trough. Johnson (in nightgown) shifts into full rhetorical mode, facing the audience, he imagines he is addressing the large, cheering crowds at his Fourteenth Amendment rallies in the states. Meanwhile, the chorus moves slowly forward, step by step, during Johnson’s speech, until they are just behind him, but still shrouded in darkness.I have never been afraid of the people, and when I have all the truth, argument, fact and reason on my side, nothing can drive me from my purpose. It is up to the state legislatures to stop this wicked and dangerous 14th Amendment to the U.S. Constitution, our most sacred document. And now, after I have rallied the people in state after state, I believe they will…. The crowds were enormous! No president has ever had bigger crowds! No one! Ever! They were huge. But I ask you, loyal and patriotic Americans – What has Congress done to restore the Union of the States?Nothing! Congress has done everything to prevent it. This poisonous fourteenth amendment to the constitution will resuscitate the spirit of rebellion and arrest the progress which I have made. My policies -- not theirs -- are drawing the states back into union -- and peace. I stand now as I did when the rebellion began - for the Union-- yet I am denounced as a traitor by the fanatics. But I have not changed! Let them go to hell! They will never defeat me. No. For I have remained firm. Steadfast. Loyal to our great purpose. To make the Union great again! We are the winners. My people. For the Union -- now and forever! Johnson pumps his fists high above his head. Blackout. Now's The Time Video Lesson Five	oercommons	2025-03-18T00:37:45.048841	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95594/overview", "title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum", "author": null }
https://oercommons.org/courseware/lesson/95595/overview	Closing Argument for Johnson Defense Executive Order to Remove Stanton Fessenden's Opinion Political Cartoon: Last Speech on Impeachment Senate Proceedings for the Trial of Andrew Johnson: The Congressional Globe Senate Voting Record Johnson Impeachment Stevens' Closing Argument Tenure of Office Act U.S. Constitution: Impeachment 6. Impeachment Overview Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America. Now's The Time Lesson Plan: Scenes Three, Ten, Twelve and Thirteen PRIMARY SOURCE MATERIAL: Executive Order Removing Edward M. Stanton as Secretary of War Fessenden’s comments during trial/vote Fessenden Opinion p.452-457 #470-475 Stevens’s Closing ArgumentStevens’s Closing Argument p. 320-324#338-342 Johnson’s Attorney Closing Argument The Last Speech on Impeachment Thaddeus Stevens Political Cartoon STEVENS: Andrew Johnson usurped the power of Congress by attempting to restructure these states on his own. When admonished by express acts of Congress – more than once – he disregarded the warning and continued his lawless behavior. FESSENDEN: The Constitution and the law have always anchored me – through all the tumult and chaos of politics, through loss and mourning, through four years of unceasing legislative labor during the war. They are what I rely on. JOHNSON: The radicals in Congress are trying to poison the minds of the American people, stirring them up against me. Stevens and his radical friends are in league with the devil! OBJECTIVES: Students will be able to address the following: - What body of Congress has the “sole power of impeachment”? - What body of Congress has “ the sole power to try all impeachments”? - What percentage of the US Senate must vote to convict a US President in an impeachment trial in order for the President to be removed from office? - Define the Tenure of Office Act. - What events precipitated Johnson’s impeachment? - What were the charges brought against Johnson in the articles of impeachment? - How was Johnson impeached but also acquitted? - What were Stevens and the Radical Republicans’ aims in impeaching Johnson? - Why did some senators like William Pitt Fessenden and Lyman Trumbull break with their party and vote against conviction? - What was the defense of Johnson? - How did the votes break down along party lines and around regional lines? KEY TERMS/PEOPLE: - President Andrew Johnson - Thaddeus Stevens - William P. Fessenden - Tenure of Office Act - Impeachment - Acquittal - Radical Republicans - Executive Order ACTIVITY 1: Primary Source Analysis and Debate Review the U.S. Constitution, the Tenure of Office Act and the Articles of Impeachment as a class. Students will need a framework from which to build their arguments in support of their political figure. Divide the students into 3 equal groups. You can divide them into smaller groups within the 3 groups if needed. Assign each group a position, either Radical Republicans, “moderate” Republicans (Fessenden and Trumbull) and Johnson defenders and give them the corresponding primary source documents to review. In their groups, students will be asked to read the primary source documents that will serve as the foundation for their debate position. Give students additional time to research and build an argument. When students have completed their research, the entire class will join together for an Impeachment of President Andrew Johnson debate. You will help facilitate the debate and ask the members of the class to vote on impeachment. After the votes are tallied, have an open discussion about the process and what they learned from the activity. Check the students for comprehension using the questions listed in the lesson. ACTIVITY 2: Reflection/Written response Have the students write a response paper to explain why they voted for or against Johnson in the Senate trial. Ask them to expand upon their thinking to include supporting evidence from the documents and transcripts of the trial. EXTENSION ACTIVITY: The playwright, Jean P. Bordewich, wrote Now's The Time during the Trump administration. How does the play reflect not only the struggles within the US during Reconstruction but also in our current political climate? What themes can you identify in the play that correspond with issues we face as a nation today? Choose one theme to examine more thoroughly and in a short paper address the following questions: - How does your theme from Now's The Time and Reconstruction carry into the world we live in today? - How was this treated during Reconstruction and how is it treated today? - Who was most impacted by this in the past and who is most impacted by this today? - Why do you feel that this theme continues throughout the course of American History and/or American Government? - What do you wish would change in our nation in order to resolve this perennial issue? Now's The Time Script: Scenes Three, Ten, Twelve and Thirteen NOW’S THE TIME written by Jean P. Bordewich SCENE THREE – THE ACCIDENTAL PRESIDENT Date: 1865 Location: The Members’ Restaurant in the U.S. Capitol Characters: Stevens, Fessenden, Downing, Ensemble (others in restaurant) Senator Fessenden and Congressman Stevens are sitting at a table in the busy, crowded restaurant, which is bustling with a raucous mid-day crowd of Congressmen and Senators; tables covered in white tablecloths groan with platters of wild game, oysters, and meat; the room is redolent with whisky, cigars and sweat. Stevens is irate, talking loudly and nonstop. Fessenden thrusts and parries Stevens’s voluble verbal volleys and aggressive gesticulations. Fessenden is nursing a cup of tea, Stevens a glass of beer. STEVENS Johnson is a disaster! FESSENDEN Andy was – STEVENS --Andy is -- a traitor! You’ve read the newspaper reports – Black Codes are being enacted by one southern state after another…. families sold into indentured servitude—that’s slavery by another name! Forbidding freedmen from owning property or pursuing their trade. Black men, women and children merely accused of stealing a bale of cotton or a horse or even food – can be hanged! Meanwhile, whites murder blacks in cold blood and get off scot-free-- FESSENDEN --Thaddeus! STEVENS --Johnson hasn’t lifted a finger to help. Instead he’s ordered Union troops in the South to stand down! “Let the locals handle things. It’s a civil matter,” he says. It’s shocking!-- FESSENDEN --Are you finished? STEVENS --The freedmen are pouring off the old plantations by the tens of thousands. Where are they to go? Johnson will dismantle the Freedmen’s Bureau – which you and I fought hard for -- – just when the freedmen need it most. And that’s just the beginning of what he will do. With precise movements, Fessenden dabs his lips with his linen napkin and takes a drink, coolly ignoring Stevens. FESSENDEN My, that is excellent tea. Floral. STEVENS --Don’t try to shut me up, Pitt! We must stand together against Johnson! Downing enters. FESSENDEN I’m not trying to shut you up -- I’m trying to bring you back to reality! Are you quite through? Sensing the growing tension, Downing smoothly approaches the table and speaks to Fessenden in a charming and genial manner. DOWNING You have a discerning palate, Senator. FESSENDEN Oolong? DOWNING Indeed, a fine Chinese Oolong. STEVENS Pitt, this is Mr. George Downing, the new proprietor of our restaurant. Fessenden stands and courteously shakes Downing’s hand. FESSENDEN Congressman Dixon told me he had persuaded the best restaurateur in Rhode Island to run our dining room, though I don’t know why he’d want his home state to lose you. DOWNING The idea was mine. I wanted to be close to great men, such as you, to persuade you to bend the course of events for the benefit of my race. Thank you for all you have done for the Union and the freedmen. FESSENDEN Indeed, more remains to be done. Fessenden sits but Downing remains standing. DOWNING I understand abolition runs deep in your family. FESSENDEN My father instilled it in all of us. My brothers and I embraced it, and our children did, too. Three of my sons fought for the Union. STEVENS His eldest, Samuel, died in the Second Battle of Bull Run. DOWNING My deepest condolences. Beat. Fessenden looks away. STEVENS (To Fessenden) Mr. Downing was instrumental in recruiting men for the colored troops-- but only after the governor guaranteed in writing they would receive fair and equal treatment. And he worked with Mr. Frederick Douglass against the Fugitive Slave Law. FESSENDEN I’m surprised our paths have not crossed before. DOWNING I am pleased the time has finally come. Mr. Douglass is the eloquent public voice of our work. As a businessman, I have applied myself to organizing and fundraising. But now the fight for equality has shifted from the battlefield to Congress. FESSENDEN We have no Black representatives here yet – though I trust Reconstruction will change that. Our cause will benefit from your counsel. DOWNING I am eager to offer that. Now I will leave you gentlemen to resume your argument, but not on an empty stomach. STEVENS (to Fessenden) You don’t want to miss the beef and oyster pie, Pitt. Mr. Downing’s family is the biggest in the oyster business. I’m having that. DOWNING What shall I ask the waiter to bring you, Senator? FESSENDEN Just another pot of this excellent tea. STEVENS (rolling his eyes) Not your stomach problems again, Pitt. You need to eat! FESSENDEN (to Downing) I’ll try your fine oysters another time. Downing nods and exits. Fessenden refocuses on Stevens. FESSENDEN About Johnson. Remember he was steadfast, a bulwark for the Union during the war-- STEVENS (cutting Fessenden off -- and their tempo picks up) -- Hopelessly stubborn and-- FESSENDEN --And the only Southern Senator to stick with the Union. Give him that! STEVENS Pig-headed!-- FESSENDEN --Courageous as Lincoln’s military governor of Tennessee-- STEVENS --A mule! FESSENDEN Lincoln didn’t think he could win the border states without him, and he was probably right! STEVENS It was all ambition for Andy. He never had a Republican heart. Beat. FESSENDEN He’s always cordial to me personally. STEVENS That’s irrelevant. FESSENDEN Perhaps. But I also respect him, grudgingly. STEVENS Grudges! He’s all grudges and self-pity. He’s as filled with hate for the black man as-- FESSENDEN --As you are for the rebels! STEVENS It’s not the same! The freedmen are innocent, while the insurrectionists are guilty of the most abominable crimes! FESSENDEN Calm down. He’s president now---- STEVENS --an accidental one! You’ve heard his slogan - “The Constitution as it is, the Union as it was!” It’s appalling! FESSENDEN We need to give him a chance, work with him, guide him, bring him along with us on our path to Reconstruction— STEVENS --That donkey will never accept the bridle. FESSENDEN And neither will you! Your headlong rush to judgment is as much a danger as he is. STEVENS Surely you see where he’s headed. FESSENDEN There are rules and standards for how things are to be done, even in politics. I think we should follow them. STEVENS I did. I wrote after his inauguration asking him to suspend any presidential actions on Reconstruction until Congress was back in session. I never heard from him. He’s determined to ignore Congress altogether! FESSENDEN Congress? Or just you? STEVENS Johnson’s intent to usurp the entire Congress is very clear. Stevens shows Fessenden a sheaf of papers. STEVENS (Con’t.) Here! I’ve drafted a set of impeachment articles. Fessenden is clearly taken aback. He looks around to see who might be listening to Stevens’s shocking declaration. FESSENDEN Impeachment? Congress has never impeached a president. STEVENS Surely you aren’t bowing down to that tyrant! FESSENDEN Don’t insult me. I’ve stood up to worse than him and you know it! STEVENS Look, Johnson poses a mortal threat to Reconstruction. We owe it to the Union soldiers and their families to see the job through. Fessenden’s temper rises as Stevens continues to push him. FESSENDEN I have never wavered on what I know is right. You can’t deny that. We’ve worked together tirelessly, you in the House, me in the Senate. We financed the war, raised our troops, wrote the civil rights bill --- and passed one Reconstruction bill after another. Even when I felt your tactics were heavy-handed, I went along out of principle. Fessenden gestures aggressively at Stevens. But now you’ve gone too far! STEVENS Andy doesn’t believe he has to obey those laws that you and I pushed through Congress. He’s a cancer that must be cut out before it’s too late. FESSENDEN He’s only been in office a few months. Stop rushing things. Stevens shakes the papers at him. STEVENS Impeachment cannot wait any longer! Stevens slams the papers down on the table, but Fessenden knows he has the upper hand. FESSENDEN You don’t have the votes. Not even in committee. STEVENS No. Fessenden places his napkin on the table. FESSENDEN So…let’s not rush to condemn Andy. Fessenden pushes back his chair and stands, signaling the meeting is over. FESSENDEN (Con’t.) He’s not completely unreasonable. Blackout. NOW’S THE TIME written by Jean P. Bordewich SCENE TEN – TENURE OF OFFICE ACT Date: February 1867 Location: Members’ restaurant in U.S. Capitol Characters: Stevens and Fessenden Lights up on Fessenden and Stevens at dinner in the restaurant. FESSENDEN Your Tenure of Office bill is a giant mistake, the worst kind of Congressional over-reach, a threat to the precarious equilibrium between Congress and the presidency at this very dangerous time. STEVENS Congress has the right to rein in a president who is out of control. FESSENDEN It’s a trap! STEVENS Precisely! Stevens illustrates his point with a piece of cheese off his plate. Congress sets the trap, the rat reaches for the cheese, and as it moves the cheese – wop! – the trap snaps shut. FESSENDEN The rat, I presume, is the president; the trap is the Tenure of Office Act; and the cheese? STEVENS The cheese is poor Mr. Stanton, our beleaguered Secretary of War, who – against the president’s wishes, as you know--- is keeping our federal troops in the South. But without Stanton -- the last loyal Lincoln man in the Cabinet -- Reconstruction is doomed. FESSENDEN You don’t know that will happen. STEVENS And you can’t guarantee that it won’t. Stevens pops the cheese into his mouth. FESSENDEN Your bill is unworthy of this great institution. STEVENS Don’t forget that over the objections of members of Congress, Johnson has fired more than fifteen hundred loyal Republicans from their government jobs. And we both know he’s itching to get rid of Stanton – just to spite us! FESSENDEN I do not think we are treating the president with respect. STEVENS Respect? He doesn’t deserve our respect! FESSENDEN I mean I do not think we are treating the office of the presidency with respect when we say, he cannot, during a Congressional recess, remove a Cabinet officer if he deems it necessary. STEVENS That’s only one small part of the bill. FESSENDEN It’s the crux of the dilemma for me. It does not seem logical; it does not seem constitutional. You are a lawyer and a politician, and so am I. We are both very good ones. But passion sometimes inflames your judgment-- STEVENS --You could use a little more passion! FESSENDEN I try to separate my feelings from the facts and the legal precedents that must guide us. Congress should not make laws that contradict the Constitution. STEVENS Surely you support the principle contained in this law that if the Senate has confirmed a presidential appointee, it also has the right to agree or not to the dismissal of that appointee. FESSENDEN Congress has never tied a president’s hands like that. What constitutional principle are you claiming to protect? STEVENS The principle is that Congress must assert itself against a renegade president. We are the first branch of government, with the duty to check excesses in the executive branch. FESSENDEN Our duty is to hold our government together in these perilous times. For you, this is about your hatred for Johnson. For me, it’s about the presidency – which will far outlast him. Beat. Stevens leans back in his chair, then lunges forward toward Fessenden. STEVENS If he fires Stanton, I will file impeachment charges -- and I will make sure the House passes them. FESSENDEN And send the rat to the Senate for disposal… Stevens raises his glass of beer. STEVENS For removal – from the White House. . FESSENDEN I’ve warned you. Fessenden stands. (coolly) Good-day. Fessenden exits. Blackout. NOW’S THE TIME written by Jean P. Bordewich SCENE TWELVE - LINCHPIN Date: March 1868 Locations: The Members Restaurant in the U.S. Capitol Characters: Fessenden and Stevens; Soldier Lights up on Fessenden and Stevens mid-argument over tea at a table in the restaurant. It’s heated and tense, with barely a veneer of Congressional courtesy. FESSENDEN (forcefully) Johnson fires Stanton and instead of a thoughtful, measured response, you race forward right away with a magnificent speech and a catalogue of half-baked accusations. With your persuasive oratory and sense of outrage you convince the House of Representatives to vote with you -- for impeachment! – only three days after Stanton’s dismissal. You hadn’t even written up the charges yet! They didn’t even know what they were voting for! STEVENS I was pleased to see such unity of conviction among my colleagues. FESSENDEN Gratifying, I’m sure, to your sense of urgency. But unseemly. Your impatience has made a hash of this serious, unprecedented circumstance which should be treated with dignity and caution. How dare you cobble together your articles of impeachment and dump them in my Chamber! STEVENS The president broke the law. That’s a crime. The House impeached him for it and now you -- the Senate -- must remove him! FESSENDEN Even if technically the president did violate a confusing, weak law, does that really rise to the level of a “high crime or misdemeanor”? Stevens leans as far forward as possible and gestures vigorously. STEVENS This isn’t about just that law! It’s about everything Johnson has done to ridicule and obstruct the will of Congress on Reconstruction, on jobs, on backing our troops in the South. Article 10 clearly details his abuse of the presidency and the Congress. FESSENDEN Every other article of impeachment refers to the Tenure of Office Act! Stevens pulls a paper from his pocket and reads it. STEVENS Listen, Article 10. Here -- it says Andrew Johnson “brought the office of the president into contempt, ridicule and disgrace and to the great scandal of all good citizens” – and that is a high misdemeanor. And-- FESSENDEN --It’s a debacle! STEVENS --And, this section, that the president “did make and declare, with a loud voice, certain intemperate, inflammatory and scandalous harangues, and utter loud threats and bitter menaces against Congress and the laws of the United States amid the cries, jeers and laughter of the multitudes then assembled” – Wouldn’t you agree that is another high misdemeanor? FESSENDEN Misbehavior, yes. Indecorous, yes. But does it merit removal? STEVENS The purpose of the Senate trial is to determine the course of this country. It rests in your hands. You’re the linchpin. However you vote, other Senators will follow. Stevens is coughing. FESSENDEN I won’t let you pin this mess on me! Stevens backs off and takes a drink of tea. His cough subsides. STEVENS Yes, it’s messy, but look ahead -- What kind of country will we be 100 years from now? You don’t want your grandchildren and great-grandchildren to look back and say – “It could have been different. If only President Johnson had been stopped in time.” FESSENDEN We must proceed with caution, with deliberation, in a matter as unprecedented as removing a president, and especially now. STEVENS The Constitution is vague. FESSENDEN Precisely. We’ve got to get it right. STEVENS The Constitution gives latitude to Congress. I plan to tell the Senate in my closing argument that it can remove Johnson -- and it must. Fessenden places his napkin on the table. FESSENDEN The Senate seems very strong for conviction. STEVENS Two thirds? FESSENDEN It will be very, very close. Stevens leans in very close to Fessenden. STEVENS And you? Beat. Convict? Fessenden looks away from Stevens and stands to exit. Blackout. Lights up on the SOLDIER on a desolate New York City street corner. He puts down a small bundle of his belongings and speaks to the audience. SOLDIER Jobs is what politics is all about. Those that win help the ones what got them there. Patronage. The president’s right – what’s the White House worth without that? I need one of them government jobs. I talked to the party bosses, but they told me they got a thousand guys like me with their hands out, every one of us swearing we love old Andy. I know I ain’t special, so I ain’t got my hopes up. I may look fine to you, but I ain’t worked since I got out of the army. You seen the signs, “No Irish Need Apply.” That’s how it is. No one wants us. I might as well be colored. I tell you true, I’m desperate. This world’s got no place for me. My sister kicked me out and I got nowhere to go. I’m thinking of heading out West. I hear the railroads are hiring in the territories. Maybe I’ll go all the way to California. I need to find me luck somewhere. Blackout. NOW’S THE TIME written by Jean Bordewich SCENE THIRTEEN – THE SENATE IMPEACHMENT TRIAL Date: April 27, 1868 Location: The U.S. Senate chamber in the Capitol and the White House Characters: Stevens, Four men from Ensemble, Others from Ensemble, Fessenden, Johnson, Stevens, sick and weak, arrives dramatically in the Senate chamber carried aloft in a chair by four African American men. He must summon all his rhetorical power to persuade the wavering few Republicans in the Senate to convict the president. After depositing Stevens center stage, the chair bearers exit. Spot on Stevens. Stevens descends from his chair and stands. STEVENS When Andrew Johnson took the oath of office he swore to obey the Constitution and take care that the laws be faithfully executed. That is and always has been the chief duty of the President of the United States. A civil war of gigantic proportions engulfed our country, and when the so-called confederate States of America were conquered, Congress had the power to create new states or rebuild old ones, to fix the condition of citizenship and union. But Andrew Johnson usurped the power of Congress by attempting to restructure these states on his own. When admonished by express acts of Congress -- more than once -- he disregarded the warning and continued his lawless behavior. That has been his conduct since the fatal day which inflicted him upon the people of the United States! And what has been the consequence? Congress’s attempts to raise from the ashes of the war a new society of freedom for all our people have been consistently opposed by the president. He has done everything imaginable to hand control back to the very slave power that precipitated the years of bloodshed and sacrifice by our Union soldiers, white and black, and to bring into our national government-- into the very halls of Congress! -- the rebels who only a short time ago were at our throats. Stevens pauses, coughing, then resumes. Andrew Johnson has promised some of you that he will reform, but what proof can he offer? There is no evidence that he will change. He has tied the hands of the Freedmen’s Bureau, the military governors, and the federal troops stationed in the southern states to keep order and enforce Congress’s dictates. He has undermined the Acts of Congress, and now he is traveling around the states urging them not to ratify the Fourteenth Amendment. Stevens coughs harder into his handkerchief and starts to sink back into the chair. He grasps the arms, gathers his strength and thrusts himself upright again. With this behavior, it is not surprising that we hear daily reports of Black Americans who are threatened, disenfranchised, even murdered for trying to exercise their new rights and build a society of equals. Make no mistake. This trial is not to judge the fate of one mere man; it is a titanic battle for the future of our great Union and all the people in it! Exhausted from this exertion, Stevens has another coughing spell. His voice is fading; he sits My honorable colleagues, the sovereign power of the nation rests in Congress. We must enforce the president’s obedience to the law and the Constitution. Stevens coughs repeatedly before continuing. I urge you to do your duty. With extraordinary effort, Stevens summons a final surge of strength, desperate to win this final battle. He bangs his fist, stands, and shouts in a loud, strong voice: Convict! Blackout. Spot on Fessenden in the crowded Senate chamber. Fessenden stands at his desk to cast his vote. FESSENDEN Acquit! Spot on Johnson in the White House JOHNSON Johnson pumps his fists high above his head in a sign of victory. Vindicated! I am VINDICATED! Reconstruction is a vicious poison. My policies are the remedy for this great evil. Johnson steps farther forward and triumphantly addresses the audience as if they are supporters at one of his political rallies. To all my enemies I declare -- it is time to forget the past! Let us unfurl the banner of our great country, and inscribe it with these inerasable words: “The Constitution and the Union, one and inseparable, now and forever!” Blackout. Now's The Time Video: Lesson Six	oercommons	2025-03-18T00:37:45.130025	null	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95595/overview", "title": "StoryWorks: Now's the Time, StoryWorks: Now's the Time Curriculum", "author": null }
https://oercommons.org/courseware/lesson/66786/overview	Animal Science/ Understanding Feed Tests and Balancing Rations Overview 3 modules describing on a very elementary level how to read a feed test, how to understand what animals need in their diet for nutrients, and how to balance a simple cattle ration using hay and silage. Modules 1-3 Module 1 explains how to read a feed test. Module 2 explains nutrient requirements of different animals. Module 3 explains how to balance a simple cattle ration.	oercommons	2025-03-18T00:37:45.148601	05/14/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66786/overview", "title": "Animal Science/ Understanding Feed Tests and Balancing Rations", "author": "Charlotte Heim" }
https://oercommons.org/courseware/lesson/73914/overview	Academic Vocabulary- A Brain-based Approach Overview Students will acquire new grade-level academic vocabulary by using images to make visual associations, which activiates student's long term memory. This lesson includes all of the information and materials that students need to create a vocabulary poster, share their poster with the class, practice a set of 14 vocabulary words, and take an assessment. Lesson Plan with Materials linked Brian-Based Lesson Lesson Objectives: \| \|\|\| \| Grade: 9th Grade Time frame: 30-45 mins \| Lesson Title: Academic Vocabulary Poster \| \|\| \| Brain-based Strategies Used in the Lesson: Using images to make visual associations with vocabulary words, which activate student’s long term memory. \| Formative or Summative Assessments:Google Form Academic Vocabulary Quiz focusing on associating images with vocabulary words. \| \|\| \| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?Prior to this lesson, students have found the definitions of all 14 Academic Vocabulary words. They have also done a practice assignment on Vocabulary.com to help them become familiar with the vocabulary word’s meaning and usage. \| \|\|\| \| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.Technology materials: (hardware, websites, video links,etc.)Laptop, Vocabulary.com, Google Slides, Google Forms \| \|\|\| \| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.CCSS.ELA-LITERACY.L.9-10.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. \| \|\|\| \| Technology used: Laptop, Vocabulary.com, Google Slides, Google Forms \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 5Mins \| Academic Vocabulary list \| Students look through the list of 14 Academic Vocabulary words and identify the word that they are least familiar with. They will be making a vocabulary poster about this word. \| \| \| 5 Mins. \| Student Example Vocabulary Poster Directions for Vocabulary Poster \| Show students a good example of a student-created Vocabulary Poster that includes images that portray the vocabulary word’s meaning.Then, go over the directions for completing a vocabulary poster in Google Slides, and model how to get started for the class. Emphasize the importance of including relevant images that portray the meaning of the vocabulary word. \| \| \| 25 Mins \| Blank Google Slide \| Give students the option to go to Google Drive and start their own Google Slides poster, or they can use the blank poster that is posted on the assignment in Google Classrooms. Give them 25 minutes to follow the directions and complete their poster. \| \| \| 5 Mins. \| Organize all of the posters into one Google Slides presentation. Publish the presentation, and show it to the class, displaying each poster for at least 15 second. Discuss each words meaning, and the images associated with each word as the posters are displayed. \| \|\| \| Homework or in-class assignment \| Assessment(s): (assignments and/or activities) \|	oercommons	2025-03-18T00:37:45.170655	10/26/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73914/overview", "title": "Academic Vocabulary- A Brain-based Approach", "author": "Daniel Myer" }
https://oercommons.org/courseware/lesson/101892/overview	Learning Domain: Standard 1: Health Concepts Standard: Explain key concepts of alcohol, tobacco and other drugs including tolerance, addiction, recovery, peer pressure, short and long term health impacts (Steroid law). Learning Domain: Standard 8: Advocacy Standard: Utilize data to formulate a health-enhancing message. OR.SS.HS.2 Oregon Social Sciences Standards Grades 9-12 Learning Domain: Civics and Government Standard: Describe core elements of early governments that are evident in United States government structure. OR.SS.HS.71 Oregon Social Sciences Standards Grades 9-12 Learning Domain: Social Science Analysis Standard: Construct arguments using precise claims, integrating and evaluating information provided by multiple sources, diverse media, and formats, while acknowledging counterclaims and evidentiary strengths and weaknesses. OR.SS.HS.73 Oregon Social Sciences Standards Grades 9-12 Learning Domain: Social Science Analysis Standard: Identify and analyze multiple and diverse perspectives as critical consumers of information. OR.SS.HS.74 Oregon Social Sciences Standards Grades 9-12 Learning Domain: Social Science Analysis Standard: Analyze an event, issue, problem, or phenomenon, critiquing and evaluating characteristics, influences, causes, and both short- and long-term effects. Learning Domain: Substance Use and Abuse Standard: Differentiate classifications of substances. Learning Domain: Substance Use and Abuse Standard: Analyze how addiction and dependency impact individuals, families, and society. Learning Domain: Substance Use and Abuse Standard: Compare and contrast school, local, state, and federal laws related to substance possession and use. Learning Domain: Substance Use and Abuse Standard: Describe laws related to minors accessing substance abuse treatment. Learning Domain: Substance Use and Abuse Standard: Analyze valid and reliable information to prevent or treat substance dependency and addiction. Learning Domain: Substance Use and Abuse Standard: Design a drug-free message for a community beyond school.	oercommons	2025-03-18T00:37:45.194884	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101892/overview", "title": "Grade 11 Interdisciplinary Social Science and Health Opioid Prevention Lessons", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/99882/overview	_People_Student_Materials__ Who Is This Person? activity Overview The speaking activity is sutiable for 10 English learners of 10-12 years old but may be used with adults too. Resources doc the activity "Who is this person" speaking activity is suitable for up to 10 Englisj learners of 10-12 years old but may be used for adults too.	oercommons	2025-03-18T00:37:45.212816	Evgeniya Nikiforova	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99882/overview", "title": "Who Is This Person? activity", "author": "Game" }
https://oercommons.org/courseware/lesson/64657/overview	Education Standards Running Record Special Education LLI Reading Intervention Lesson Plan Overview This is a special education reading intervention lesson plan using the Fountas and Pinnell program LLI. Brain based strategies as well as special education strategies are incorportated into this lesson. This is from the green kit and is lesson 80, which is level G. Lesson Plan and Materials Lesson Plan Title: LLI Lesson 80 Teacher’s Name: Crockett Unit: Alpha Level G Subject: Reading/Writing Grade: 2 Lesson Objective(s): SWBAT \| Assessments:Formative: Running Record \| \|\|\| \| ELL/SPED & Brain-Based Strategies:Brain Based Strategy: Make Emotional ConnectionsSPED/ELL Strategy: Have student use highlighter to take important notes \| Technology Tools: N/A \| \|\|\| Materials: \| \|\|\|\| \| State Standards: CCSS.ELA-LITERACY.RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. \| \|\|\|\| \| Time \| Materials \| Strategy \| Lesson Directions \| \| \| 10 min. \| How Frogs Grow bookRunning record \| Have student use highlighter - ELL/SPED \| Re-Reading: The students will re-read the book, How Frogs Grow, which we read yesterday. One student will be reading the book to me as I take a running record. The students who are not reading to me will be using highlighter tape to highlight important parts of the book to include in their writing. \| \| \| 10 min. \| Student writing books \| Writing: The students will write 3 sentences to summarize the steps of how a frog grows. They will use their book to assist with spelling and also to look back at the notes they took with their highlighter tape. \| \|\| \| 5 min. \| Follow the path game \| The students will play the follow the path game. This game helps them practice reading words on their instructional level. \| \|\| \| 10 min. \| Brave Taco book \| Make emotional connections - brain based \| Reading/Comprehension: The students will then read Brave Taco to themselves. After each student is finished reading the text the teacher will ask comprehension questions. Questions:Who were the characters in the story?Where did this story take place?What were the differences between Taco and Orson?How did Taco show that he was brave?Tell me about a time that you had to be brave like taco. \| \| \| Assessment Goal:Students will complete the assignment with 90 % accuracy. \| Running Record \| Assessment: The running record taken at the beginning of the lesson is the assessment used to track progress in this program. Students should be able to read the text with at least 90% accuracy and be able to answer ⅘ comprehension questions. \| \| Resources: \| \| Instructor Notes: I chose this lesson because my students have a harder time comprehending nonfiction text than they do comprehending fiction text. I modified this lesson to include the students using highlighter tape to remember important information that they will use in their writing. I also modified it to add the comprehension question for them to make an emotional connection.	oercommons	2025-03-18T00:37:45.240336	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64657/overview", "title": "Special Education LLI Reading Intervention Lesson Plan", "author": "Interactive" }
https://oercommons.org/courseware/lesson/85645/overview	Anita Blair and Louise Dietrich Anita Blair Lesson Plan BC Critchett Lesson 1 Bernice Love Wiggins Lesson plan1 Cynthia Farah Lesson Plan Diana Washington Valdez Book Instructions1 Diana Washington Valdez PP by Perla1 D. Washington Valdez Lesson Plan Leona Washington Lesson Plan by Rodriguez Mabel Welch marker text Text_from_Houchen_Historic_Marker_ Text of Douglass School Marker transcript_Alumni_promotes_video Transcript from Leona Ford Washington video Transcript_from_Maude_E._Craig_Sampson_Williams_video_ transcript_Louise_Dietrich_video_G89P5II (1) transcript Lucy Acosta video transcript Mago's son's video transcript_McCall_Center_video_ transcript Myrna Deckert video Transcript of Douglass School Video Transcript of historical society video Transcript_of_Nestora_Piarote_video_ Transcript_of_streets_named_after_women_ transcript_Sister_Buffy_video_ Women, Voting, & Dietrich Women's history month A to Z: El Paso, TX Overview Community volunteers in El Paso, Texas gathered existing educational resources and created new short videos to assist in integrating March as Women's History Month into educational experiences for young people in Texas. Introduction Women's History Month is every March in El Paso, Texas. These pages are in alphabetical order to make it easier to navigate. Each entry hopefully contains primary, secondary, and teaching resources about important women in the history of El Paso, Texas. Susan B. Barnum, Joseph Longo, and Eva Ross (see photo above) worked during COVID pandemic 2020-22 and after to compile resources. This website contains print resources and videos of local sites in our community named for women. In 2022 with the COVID pandemic still raging, the national theme was "Women providing health, promoting hope." Roughly 25 postcards honoring women in the health field were generated. Postcards apppear at end of this entry. Postcards designed by Susan B. Barnum were added in subsequent years. "A" Lucy G. ACOSTA, Keitha ADAMS, Francisca "Dona Paca" ALARCON, Martha ARAT, Juana M. ASCARATE, Zacchia Jabalie AYOUB, Suzie AZAR etc, Lucy ACOSTA, Member Texas Women's Hall of Fame, LULÅC leader,Advocate for elders Lucy G. Acosta (1926-2008) was a Mexican American activist in El Paso, TX who worked with the League of United Latin American Citizens (LULAC). Lucy served on many community boards and co-founded Project Amistad in 1976. Primary Resources Oral History Interview No 653, ScholarsWork@UTEP Secondary Resources Wikipedia (has bibliography in references) Texas Women's Hall of Fame, DIGIE (group photo) Laura Condon, et.al, "Lucy Acosta's legacy continues in LULAC," EPCC Borderlands, Vol. 28, 2010-2011. Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press, 9780875654300. p. 29-30. MS 447 Eva Ross Collection, UTEP Library Special Collections: Teaching Resources El Paso Women's History Coloring Book Vol. 1 available through UTEP Library Special Collections Acosta_Lesson_Plan_1_HaqWipq.docx ___________________________________________ Keitha ADAMS, Women's Basketball Coach at University of Texas at El Paso, member El Paso Women's Hall of Fame Primary Sources Secondary Sources Keitha Adams Returning as UTEP Women's Basketball Head Coach, 2023 _____________________________________________ Francisca Dona Paca ALARCON Primary Sources Secondary Sources "Dona Paca," El Paso Times, Sept. 13, 2000: 1A. Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso, (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 53-54. ____________________ Martha ARAT Artist Primary Sources Special Collections UTEP Library Scholarswork MS454 Secondary Sources Marcia Hatfield Daudistel, Grace and Gumption, The Women of El Paso, TCU Press, p. 6-11. ___________________________________________ Juana M. ASCARATE Primary Sources Secondary Sources Susan B. Mayfield, "Tribute to Juana Azcarate de Stephenson," Password, El Paso County Historical Society, Vol. 40, No. 1, El Paso,Texas, Spring, 1995, p. 23-25. Hugh B. Dwyer, "Juana Stephenson, First El Paso Woman Settler, Died 100 Years Ago," El Paso Times ____________________________ Zacchia Jabalie AYOUB, businesswoman, El Paso, TX Secondary Sources Frontera: Businesswomen/Entrepreneurs Teaching Resources El Paso Women's History Coloring Book Vol. 1. ___________________________________________ Suzie AZAR, entrepreneur, aviatix, only female mayor of El Paso as of 2024 Suzie Azar was the first and only female mayor of El Paso,TX as of 2024. She held office from 1989 to 1991. Under her administration several environmental issues were addressed. One of her first acts as mayor was to sign paperwork to help create the Franklin Mountain State Park. Azar is also a flight instructor and a member of the women's pilot organization, the Ninety-Nines. She was inducted into the El Paso Women's Hall of Fame in 2005. Azar donated her records MS436 to Special Collections UTEP Library. Primary Resources: Scholarswork Guide to MS436 Suzanne S. Azar papers at UTEP Library Special Collections EPCC Interview video, Flight school video, DIGIE photograph Guide to MS348 El Paso Herald-Post Collection at UTEP Library Special Collections Holden Lewis, "El Paso Mayoral Runoff Slips Into Mud," May 26, 1989, The Odessa American. Secondary Resources: Eva Ross Collection on El Paso Women MS 447 at UTEP Library Special Collections 100 Years of Women at UTEP published by Texas Western Press, p. 59, Mary Margaret Davis, "Many Events Planned for Women's History Month," El Paso Times, February 27, 1991 second page (notice anything about the picture?) Teaching Resources: El Paso Women's History Coloring Book Vol.1, and Vol. 2 available thruough UTEP Library Special Collections American Aviatrixes: Women with Wings, Queen of the Air a children's book.about Katherine Stinson, another TX aviatrix. ____________________ "B" Eve BALL, Alice P. BERRY, Drury BIRD, Anita BLAIR, "Buffy" BOESEN SL, Julia North BRECK, Kate M. BROWN, Iris BURNHAM,Sharon BUTTERWORTH, etc. Eve Ball, American historian, specializing in the history of the Apache. Primary Sources: Simmons, Marc. "Stubborn Author Rescued, Preserved NM frontier." El Paso Times. April 10, 1983. Secondary Sources: __________________________ Alice Pierce BERRY Women Who Forged El Paso (Draft) El Paso County Historical Society _________________________________ Drury BIRD, Deputy constable and animal rights advocate ___________________________________________ Anita Lee BLAIR and her seeing eye dog, Fawn, State Representative, advocate for the blind Anita Lee Blair (1916-2010) was the first blind woman elected to a state legislature in the US. She was also the first person in El Paso, TX to have a service dog. Her dog was a German shepherd named Fawn. Anita served one term in the Texas House of Representatives in 1952. Independent throughout her life, she is buried in Texas State Cemetery. Primary resources: UTEP Library Special Collections MS 605 Secondary resources: Gary Scharrer, "Woman wouldn't trade life," El Paso Times, Dec 26, 1985, p. 1B. El Paso County Historical Society has info on Anita Lee Blair Teaching Resources: El Paso Women's History Coloring Book Vol. II p.8 Anita_Blair_and_Louise_Dietrich_iZFUYZI.docx An Ode to Autumn by an author in the spring of her career ( Helen Keller) lesson plan from Library of Congress ___________________________________________ Buffy Boesen, former president Loretto Academy in El Paso, TX. In 2024 she was chosen to be president of the worldwide Loretto Community. Primary Resources Secondary Resources Loretto Magazine Teaching Resources, El Paso Women's History Coloring Book Vol. II __________________________________________________ Julia Spalding North BRECK, Early female candidate for mayor, El Paso, TX Primary Resources "City of golden sun presents plans for large AAUW Convention," El Paso Herald-Post, March 24, 1962. "Mrs. Breck Elected, El Paso Herald-Post, Ap 29, 1968. Prich Matthews, "Mrs. Breck capable in community," July 31, 1953. Secondary Resources Claudia Rivers of UTEP library archives did slide show on Julia Spalding North Breck El Paso County Historical Society Women Who Forged El Paso (Draft) Carolyn Breck wrote up biography for Hall of Fame of El Paso County Historical Society about Julia ____________________ Kate Moore Brown, Civic Leader, Musician, Teacher, Prmary Resources photos on digie.org Secondary Resources "Kate Moore Brown: A Woman of Many Firsts, Borderlands, publication of El Paso Community College, Vol. 30, p.12. Ynes Christie, "The Woman's Club of El Paso Texas," Southwestern Clubwoman, (February, 1953), p. 2. Teaching Resources El Paso Women's History Coloring Book VOL 1, Scholarswork at UTEP Library ___________________________________________________ Iris BURNHAM Educator, Activist, Secondary Sources David Crowder, "Education Innovator, Iris Burnham retires, El Paso INC, Ap 27 2015. _________________________________________________________________________ Sharon Butterworth civic leader, mental health advocate Primary Resources Secondary resources Tracy Yellen, "Butterworth dedicated..." El Paso Times, May 9, 2019, p. 6A. Carol Viescas,"Volunteerism," El Paso Times, Ap 2,1981, p. 8J. "C" Marlena Cano, Kathleen CARDONE, Mother Praxedes Susan CARTY, Alicia CHACON, Herlinda Wong CHEW, Linda Y. CHEW, Selfa A. Chew, Martha COTERA, etc. Malena Cano, music artist, ranchera singer El Paso, TX Primary Sources Secondary Sources ____ Kathleen CARDONE, federal judge in El Paso, TX Primary Sources Secondary Sources YWCA Profile: "Children cope with divorce program drew newcomer," El Paso Times, May 20, 2009, p. 2D & 10D. ______ Mother Praxedes CARTY, visionary leader, educator, See PRAXEDES ______________________________________ Alicia CHACON, Texas Women's Hall of Fame,Political Pathmaker,Business Woman Room in County Courthouse of El Paso, TX recently named for her. 4.4.2022 Primary Sources UT Arlington Center for Mexican American Studies, Secondary Sources Oscar J.Martinez, LatinX El Paso, Trego Hill Publications, El Paso, TX, 2021, p. 81-82. Google Maps: Location Victoria Rossi, "El Paso Trailblazer: she opened..," El Paso Matters, March 22, 2022. “Chacon to get MALDEF achievement award,”El Paso Times, Sept. 13, 2013. “Alicia Chacon’s National Honor,” El Paso Times, editorial, Sept. 16, 2013. “Chacon plans ambitious…,” El Paso Times, Ap 25, 1996, p. 1B. Carol Viescas, “Family boosts Alicia Chacon,” El Paso Times, July 24 1975, p. 4C. “Chacon resigns YISD seat,” El Paso Times, March 1, 1978. “Chacon is mum,” El Paso Herald Post, July 15, 1978. Tom Butler,” Hatchet job alleged,” El Paso Times, July 15, 1978. Jane Pemberton, “Chacon form mixup revealed,” El Paso Herald-Post, July 18, 1978. Jane Pemberton, “Mrs. Chacon recertified for job,” El Paso Herald-Post, Aug. 24, 1978. “Alicia Chacon returning to El Paso,” El Paso Times, Mar 28 1979, p. 1A. “Chacon, Women ‘fast catching up’, El Paso Times, May 18, 1979. “Mrs. Chacon has experience,” El Paso Times, editorial, Mar 22, 1983. “Chacon tries for 2nd term,” El Paso Times, Jan 21, 1985. “Alicia Medina, “Alica Chacon faces ‘Great Bureaucracy’, El Paso Times, Sept. 17, 1985 Teaching Resources El Paso Women's History Coloring Book, Vol. I available ScholarsWork@UTEPthrough UTEP Library ___________________________________________ Herlinda Wong CHEW, businesswoman, immigration expert, linguist Herlinda Wong Chew was born in Guadalajara,Mexico. She was of Chinese and Mexican heritage. She and her husband, Antonio, opened a grocery store in Ciudad Juarez, Mexico. The Chews also opened the New China Grocery in El Paso, TX. Digital wall at El Paso Museum of History contains photo of store. Family lived at 1912 Yandell St. El Paso, TX. On a visit to China, Herlinda met Mexican women who had been abandoned by their Chinese husbands. She was able to help some of the women and their families return to Mexico. Primary Resorces Secondary Resources: Digie (1935), Wikipedia The Chews," Generation XYZ: Texas Bar Journal, May 2014. PBS program - The Chinese Exclusion Act, Archivegrid, Texas Women's University Irwin A. Tang, Asian Texans, Our histories and our lives, p. 63 & 375, ISBN978-0-9679433-7-4 "How Women Shaped Frontier Texas" Austin American Statesman, March 29, 1996, "Heroines on Horseback," Austin American Statesman, March 29, 1996. "Chinese Chronicles" El Paso Times, February 20, 2000." Early Chinese Immigration to the U.S. Building the First Transcontinental Railroad Teaching Resources: El Paso Women's History Coloring Book, Vol I available electronically through UTEP Library Special Collections. Children's book Coolies ________________________________ Linda Yee Chew, Judge 327th District Court Primary Resources Secondary Resources The Chews," Generation XYZ: Texas Bar Journal. May 2014. Teaching Resources El Paso Women's History Coloring Book Vol. 2 from UTEP Library Special Collections, __________________________________-- Selfa A. Chew Ph.D Dr. Selfa Chew-Melendez holds a PhD in Borderlands History from The University of Texas at El Paso. She earned a Bachelor of Arts Degree in Communication Science from Universidad Nacional Autónoma de México, an MA in History, and her MFA in Creative Writing from UTEP. She studied Fine Arts at Pasadena City College and the Art Center College of Design. She was a Smithsonian Fellow in the Latino Image Representations and Interpretation Institute. Her work (poetic, graphic, narrative, and editorial) has been published in Peru, Spain, Argentina, Mexico, China, the Nederland’s, and the United States. She received the Voces al Sol award by the Universidad Autónoma de Cd. Juárez in 2015 for her work as a playwright. Dr. Chew’s research focuses on racial relations, the Asian and African diasporas, and World War II. She is currently Associate Professor of Instruction at the Department of History, and the African American Studies Program. Her latest publication Uprooting Community: Japanese Mexicans, World War II, and the U.S. - Mexico Borderlands, was awarded an International Latino Book Award, and the Southwest Book Award, in 2017. She is a doctoral candidate/ABD in the program in Sociocultural Foundations of Education Program at the University of Texas at El Paso. Primary Resources Secondary Resources Teaching Resources El Paso Women's Coloring Book VOL. 2 p.11 available online via Special Collections UTEP Library ___________________________________________ Martha COTERA, Chicana feminist/writer/ librarian Martha P. Cotera attended El Paso High School in El Paso, TX. She is a librarian, and scholar. She was influential in the Chicana Feminist movement and wrote books on the topic. Martha attended the 1977 National Women's Conference in Houston. She was the keynoter at a conference forty years later, delivering the Mc Govern Lercture to commemorate the 40th Anniversary of the National Women's Conference (NWC). She was also featured in the documentary, Las Mujeres de la Caucus Chicana. Primary Sources: Oral History file and transcript, Las Mujeres Trailer: Martha Cotera, Secondary Sources: Autumn Rendall, "Feminists Reunite at National Women's Conference Anniversary, " Archie Waters, "Hispanic women rewrite history with their achievements," El Paso Times, Oct 8, 1998, Lower Valley supplement, p. 3. ___________________________________________ Belle Christie CRITCHETT, suffragist, teacher, political activist Belle Christie Ferguson Critchett (c. 1868 -1956) was an activist and a suffragist in El Paso, TX. Belle worked with the Texas Equal Suffrage Association (TESA) and also supported the temperance movement. Belle worked to include Mexican American and African American women in El Paso in the women's suffrage movment. After women earned the right to vote, Belle became president of the League of Women Voters of El Paso. She is buried in Evergreen Cemetery. Primary Resources Letter, Feb. 1,1919 from Texas State Senator R. M. Dudley to Belle C. Critchett is in UTEP Library Special Collections UTEP Library Special Collections Finding Aid MS 386 Secondary Resources Abbie Weiser, "Looking Within:Discovering Women's Organizations, " Password, quarterly publication of El Paso County Historical Society, Vol. 64, No. 2, El Paso, Texas, Summer, 2020. Teaching Resources Suffrage Stratgies:Voices for Votes, National Archives lesson plans, one week Capital Women, 4th, Complete Lesson Plan El Paso Women's History Coloring Book Vol. II p. 12 available electronically through UTEP Library Special Collections "D" Marcia H. DAUDISTEL, Ouisa DAVIS, Myrna G. DECKERT, Alzina Orndorff De GROFF, A. Louise DIETRICH, Juana Marquez DOWELL,Eleanor DUKE Ph.D, etc. Marcia Hatfield DAUDISTEL, Editor, Author Marcia Hatfield Daudistel helped publish over seventy books as the former assiciate director of Texas Western Press. She was a presenter at the 200k9 Texas Book Festival. She presented at 2011 annual meeting of Texas State Historical Assn. Primary Sources Secondary Resouces "New Exhibit features..." www.elpasoINC.com, Feb 22-28, 2015 ____________________ Ouisa DAVIS, immigration attorney, civil rights activist, editorial writer Primary Sources "Ouisa Davis, "Want peace and justice? Start with yourself," El Paso Times, Dec 31, 2010, p. 7B. Ouisa Davis, "Get involved in running a government," El Paso Times, June 12, 2013, p.7B. "Ouisa Davis, "Time for us to redefine patriotism," El Paso Times, June 28, 2013, p. 7B. "Davis column downplays violation of the law," Letter to editor, El Paso Times, Dec 31, 2013, p. 3B. Ouisa Davis, "LULAC planning another powerful women's conference," El Paso Times, Oct 25, 2013, p. 7B. Ouisa Davis, "Malala's story speaks volumes about public education," El Paso Times, Oct 1, 2013, p. 7B. Ouisa Davis, "Holidays bring different schedules for child custody," El Paso Times, Nov 22, 2013, p. &B. Ouisa Davis, "El Pasoans should vote in midterms," El Paso Times, Oct. 31, 2014, p. 5 B. Ouisa Davis, "Pay attention to judicial races, " El Paso Times, Feb. 14, 2014, p. 5B. Ouisa Davis, "How you can help those facing domestic violence," El Paso Times, Mar 13, 2015, p. 5B. Ouisa Davis,"Villegas Case points to need for judicial reform," El Paso Times, Ap 3, 2015, editorial page. Ouisa Davis, "Abuse victims, do not be afraid to call for help," El Paso Times, Jan 26, 2018: 6A. Secondary Resources Teaching Resources _______________ Myrna George DECKERT, YWCA executive, member El Paso Women's Hall of Fame, non profit administrator, Myrna George Deckert for many years oversaw the growth of the YWCA El Paso del Norte Region. After serving as CEO of the YWCA for 32 years, Myrna continued as an executive, first with the Paso Del Norte Group, and later the Paso del Norte Health Foundation. She died in 2020. A street in east El Paso,TX is named for her. The YWCA continues to provide much needed family programs, fitness opportunities, child care, housing and more. Primary Sources Myrna Deckert YWCA in Northeast El Paso, TX Google Maps: Location "Humble Heroine", El Paso Times, August 25, 1993. "Longtime city leader Deckert dies at 83," El Paso Times Sept. 15, 2020, p. 1A & 4A "A tribute to Myrna J. Deckert," El Paso INC, Sept 20-26, 2020. David Crowder, "El Paso icon Myrna Deckert has died," EL PASO Inc. Sept 13-19, 2020, p. 6A. Heather Coons, "Myrna Deckert, Advancing El Paso's Business, City Beat Magazine, Nov-Dec. 2014, p. 7. www.citybeat.us Maria Cortes Gonzalez, "Celebration of life planned for Deckert," El Paso Times, June 2, 2021: 3A. Secondary Sources El Paso County Historical Society, Women Who Forged El Paso Draft booklet Centennial of YWCA 2009 articles in El Paso Times about El Paso women who supported work of YWCA ___________________________________________ Alzina "Mama De" Allis Orndorff DE GROFF, suffragist, businesswoman in El Paso, TX, hotelier Primary Resources Secondary Sources El Paso County Historical Society Women Who Forged El Paso (Draft) Betsy Hagans, "Mama De's Vision," Password, quarterly of El Paso County Historical Society, Vol.XXVII, No. 1. ____________________________________________ A. Louise DIETRICH, nurse leader in El Paso TX, suffragist A. Louise Dietrich (1878-1962) came to El Paso, Texas in 1902 and stayed to help with an epidemic of typhoid fever in the city. She spent a lifetime improving nursing in Texas as a profession. She helped found a local mothers' hospital and also was active as a suffragist. She started the first nurses' registry in Texas and founded the El Paso Graduate Nurse Association. She and Miss Emily D. Greene operated the Baby Sanatarium in Cloudcroft, NM for eight years. Later she was president of the Texas League of Women Voters. Primary Sources: UTEP Library Special Collections Finding Aid Graduate Nurse Coll. MS 276 The Caregivers, published by Sundance Press, 1999, p. 165, 248. United States Veterans Administrator Master Index, 1917-1940 attached to Emily Dana Greene 1875-1969 G32W789 "Urges Women to Vote Today," El Paso Times, August 23, 1952. Secondary Sources: History of Texas Board of Nursing, Password, El Paso County Historical Society, Vol. 64, No. 2, El Paso,Texas, Summer, 2020, p.62-63. Digital Wall El Paso Museum of History photos of earliest Providence Hospital in El Paso Teaching Resources: Book Be a Nurse Like Me Suffrage Strategies: Voices for Votes ____________________________________ ___________________________________________ Douglass High School, El Paso, TX Female Alumnae El Paso, TX had a segregated public school system, and Douglass Grammar and High School served the African American community. Douglass Grammar and High School was built in 1891 and closed in 1920. A new Douglass School was built in 1920 and this original buildingin the Segundo Barrio was sold. 1941 Alums of Douglass on digie.org ____________________ Juana Marquez Dowell , Tigua, Early El Paso Pioneer, wife of mayor Primary Resources Secondary Resources Wikipedia? Concordia Cemetery? El Paso County Historical society? Digital wall El Paso Museum of History, _____________________-- Rufina Eva Ducre, Member El Paso Women's Hall of Fame Primary Sources 75(R) SR 463 Shapleigh of TX ___________________________________________ Eleanor Lyon DUKE Ph.D. UTEP Biology Professor Eleanor Lyon Duke (1918-2013) was a leader in the fight for equal pay for women at the University of Texas at El Paso. The efforts to gain woman's suffrage in the US were peaking the year she was born. She was the Outstanding Ex-student of UTEP in 1971. Dr. Duke worked many years as a professor of biology at the UTEP. In 1979 Eleanor filed a lawsuit against UTEP for sex discrimination, stating that she and other female faculty were discriminated in terms of pay, promotion, and teaching opportunities. She won the suit after a lengthy legal battle. As a student, alumnae, and professor emerita she showed that she valued both justice and education. By the time she died, women in El Paso, TX and at UTEP were in key leadership positions. Primary Resources UTEP Library Special Collections has Finding Aid SPC Manuscripts MS 205 Adventures in Academe written by E. Duke are in her collection. Secondary Resources NOVA, the UTEP Magazine, 1974, 100 Years of Women at UTEP published by Texas Western Press, p. 48. Teaching Resource El Paso Women's History Coloring Book Vol. II available through UTEP Library, Special Collections _____________ Margaret Dupont, Tennis Legend, Primary Sources Obit, New York Times Irv Prell, "Tennis took women around the world," El Paso Times, Sept 15, 1994 p. 2 west Secondary Sources YWCA profile 2009 El Paso Times, p. D1 ___________________________________________ Martha DURON Hernandez, member El Paso Women's Hall of Fame Primary Sources Secondary Sources El Paso Inc. Business Weekly Sept 27, 2011 "E" Willarda EDWARDS M.D, Blanca E. ENRIQUEZ, Elvira V. ESCAJEDA, Veronica ESCOBAR, Willarda EDWARDS, MD Secondary Resources Alicia Ault, "Physician Sues AMA for Defamation...," Jan 19,2023 __________________________________________________________ Blanca ENRIQUEZ, Director of Office for Headstart, Early childhood education advocate Primary Sources "From the barrio to the nation's capitol," Prospector, Jan 19, 2016. Secondary Sources El Paso Women's Hall of Fame __________________________________________ Elvira ESCAJEDA, activist in Chamizal Settlement, Community advocate, Primary Sources Secondary Sources Handbook of TX "Elvira Villa Escajeda" "Chamizal Dispute" Alana De Hinojosa, "El Chamizal, An Unfinished Story," Password, publication of El Paso County Historical Society, Vol. 65, No. 3, El Paso, TX, Fall 2021. Teaching Resources ___________________ Veronica ESCOBAR, Latina Congresswoman from El Paso, TX Veronica Escobar serves as the United States representative for the 16th Congressional District of Texas. Veronica previously served as a county commissioner and then County Judge in El Paso, TX. Veronica is an alumnae of the University of Texas at El Paso. She has written editorials for the New York Times. She was in U.S. Capital during insurrection 2021.Primary Resources "Rep. Escobar Calls for Immigration Reform..." (January 10, 2019 video) New York Times editorials "All Quiet on the Southern Front," guest editorial by Veronica Escobar, New York Times, Oct 5, 2011. "Gridlock on the Rio Grande," 2013 "Why the Border Crisis is a Myth", 2014. Secondary Sources Wikipedia, bibliography in references "Veronica Escobar, Sylvia Garcia are the First Texas Latinas Elected to Congress," El Paso Times, Nov 6, 2018. Angel Kocherga, "El Paso Congresswoman recounts mob attack," KTEP, Jan 7, 2021. "Escobar's speech in favor of impeachment," El Paso Times, Dec 18, 2019. "Questionnaire: Veronica Escobar, Candidate for Congressional District 16," El Paso Times, October 12, 2020. Daniel Borunda, "Escobar: Stimulus to aid workers, families, " El Paso Times, March 17, 2020 p. 9A. Eleanor Dearman, "Escobar, Armendariz-Jackson vie for US District 16," El Paso, Times, Oct 14, 2020, p. 1A & 11A. "I Represent El Paso. What I'm Asking For Doesn't Include Open Borders," March 24, 2021. "Anti Escobar PAC fails," El Paso Times, Feb 18, 2015. "Ex candidates sue Veronica," El Paso Times, Mar 18, 2015. "Escobar easily wins," El Paso Times, Mar 7, 2017. Daniel Borunda, "State of County speech," El Paso Times, Sept 28, 2017. Letter to editor, "Attacks on Veronica..." El Paso Times, Mar 4, 2018: 6A. Molly Smith, "Escobar leads field hearings," El Paso Times, Sept. 7, 2019:1A. Lauren Villagran, "Escobar, Smith tour new fence," El Paso Times, Oct 9, 2019:1A. Secondary Resources 100 Years of Women at UTEP published by Texas Western Press, p. 72. Teaching resources El Paso Women's History Coloring Book, Vol. 2, UTEP Library, Special Collections digital copy Veronica Escobar talking about the El Paso Women's History Coloring Book "F" Cynthia FARAH Haines, Hana FARAH, FARAH Strikers, Maria Elena FLOOD, Josephine Clardy FOX, Barbara FUNKHOUSER Cynthia Weber FARAH Haines, Writer, Photographer, Community Volunteer, Primary Sources Oral history Interview Scholarswork interview #1616, UTEP Library archives Oral History 1975 Oral History 2007 Cynthia Farah Haines papers UTEP Library MS319 Special Collections Cynthia Farah Haines papers (CA) Cynthia Farah Haines papers (Stanford) Google Maps: Location Secondary Sources Teaching Resources Lesson Plan Cynthia_Farah_L.P.2.docx El Paso Women's Coloring Book, Vol II available through Scholarswork UTEP Library ___________________________________________ Hana FARAH, Businesswoman Primary Sources Oral History Secondary Sources Marcia Hatfield Daudistel, Editor, Grace and Gumption, The Women of El Paso, TCU Press, p. 204-209. Evan Haywood Antone wrote biography of her son Willie Farah. It includes info on Hana. El Paso County Historical Society Women Who Forged El Paso (Draft) _______________________________________________________________ Farah Strikers, Labor Activism in El Paso, TX The Farah Strike took place between 1972 and 1974 at the Farah Manufacturing Company in El Paso, Texas. The strike first began at the San Antonio plant and was led by Chicana, Sylvia M. Trevino. The strike included more than 4,000 workers, most of whom were women. Strikers wanted job security, benefits, better job conditions, and higher pay.Primary Sources Civil Rights in Black and Brown, Peralta/ Farah Strike, Marin/Farah Strike (in Spanish). UTEP Special Collections Oral History Scholarswork Interview #1605 of Emma Acosta who worked at Farah, who later became city rep and ran for Mayor "Farah Strike ends after 21 months," New York Times, February 25, 1974. "El Paso Clothing Worker Tours Area to Gather Support for Farah Strike," El Paso Times (May 15, 1973) Digital Wall at El Paso Museum of History downtown has photos Secondary Sources Wikipedia, includes good bibliography "Farah, Incorporated," Handbook of Texas, Myra Zantell, Jensen, Joan M. & Sue Davidson, A Needle, A Bobbin, A Strike (1984) Temple University Press. (availble open access from JSTOR) UTEP Library Special Collections, Chicano Vertical Files, Coyle, Laurie, Gail Hershatter & Emily Honig Women at Farah: An Unfinished Story (1979). copy available at El Paso Public Library, Border Heritage Center. El Paso County Historical Society has notes from Evan Antone's book William Farah, Industrialist. Teaching Resources Bread and Roses Strike of 1912 "Teaching Women's History: The El Paso Laundry Strike of 1919" El Paso Women's History Coloring Book Vol 1 & Vol. 2 p. 16 available electronically from UTEP Library Special Collections ___________________________________________ Maria Elena Acevedo FLOOD, Member Texas Women's Hall of Fame, Educator, A native of El Paso, TX Maria Elena Flood worked as a health educator and served on the Texas State Board of Education. She was the Project Director for the Texas Tech Area Health Education Center and the Texas Tech University Health Sciences Center. She is a member of the Texas Women's Hall of Fame. Primary Sources Oral History 2 hour interview available through UTEP Library Scholarswork interview no. 820. El Paso Herald-Post collection,MS 348, UTEP Library, Special Collections, UTEP Library, Special Collections,MS 447 Eva Ross Collection Bank of the West announces nomination Mentioned in this oral history of Jose Manuel De La Rosa Secondary Sources Kimball, Rene. "Mother of the Year Compares America to 'Tapestry' Not 'Melting Pot' Nation." El Paso Times (May 10, 1977). "Maria Elena Flood to Receive Teachers' Humanitarian Award." El Paso Times, May 26, 1985. Teaching Resources El Paso Women's History Coloring Book Vol.1 avalilabe through UTEP Library Scholarswork. ___________________________________________ Josephine Clardy FOX, Businesswoman, Philanthropist Josephine Marsalis Clardy Fox (1881-1970) was an El Paso, TX businesswoman, philanthropist, musician, and hat enthiusiast. Her home was once at 1119 Montana Street. She studied music in her youth and later invested in business. The Fox Fine Arts building on the UTEP campus is named for her. She created Fox Plaza Shopping Center. Josephine donated land for a children's home, donated land for both a school and a public library. Her collection, including her many hats, is housed at UTEP Library, Special Collections. Primary Sources Available in her collection at UTEP Library Special Collections Scholarswork Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso, (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 128-133. Fox Fine Arts Center at UTEP, Clardy Fox Library, El Paso, TX , Fox Plaza Shopping Center Secondary Sources Curlee, Kendall. "Fox, Jesephine Marsalis Clardy" Handbook of Texas Online. NOVA (1970) "Josephine Clardy Fox", Burns, Ruby. (1973) "Josephine Clardy Fox: Traveler, Opera-goer, Collector of Art, Benefactor" published by Texas Western Press. 100 Years of Women at UTEP, published Texas Western Press, p. 42 Teaching Resources El Paso Women's History Coloring Book, Vol. 2. ___________________________________________Jeanie M. FRANK, Pioneer El Paso High Teacher Secondary Sources Women Who Forged El Paso (Draft), El Paso County Historical Society Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 88-89. __________________________________ Babara FUNKHOUSER, Newspaper Editor, author Primary Sources Paul Vargas, "Barbara Funkhouser: A Chronicle..." Borderlands flipbook "G" Mago Orona GANDARA, Alicia GASPAR de Alba, Ana GIL, Mimi GLADSTEIN Ph.D. ,Octavia GLASGOW, Mary Edna GONZALEZ,Christine GRANADOS, Rosa Ramirez GURRERO, Gertrude A. "Sugar" GOODMAN, etc. Mago Orona Gándara, Borderlands Artist Mago Orona Gándara (1929-2018) was a Chicana artist who created murals and sculptures throughout Ciudad Juarez and El Paso,Texas. She graduated from Loretto Academy in 1946. Manuel Acosta painted her portrait.Primary Resources Scholarswork at UTEP Library Special Collections Mago Orona Gandara Collection MS 584 Secondary Resources Olvera, Joe. "The Hispana Artist." El Paso Times, January 14, 1990. Teaching Resources El Paso Women's History Coloring Book Vol. 1 available from UTEP Library Special Collections Scholarswork ___________________________________________ Alicia Gaspar de Alba, Chicanx author, scholar Primary Sources Secondary Sources Wikipedia Dalilia Limon, "Alicia Gaspara de Alba: the Voice of Activism," Borderlands flipbook ___________________________________________ Ana L. GIL Member El Paso Women's Hall of Fame, Construction manager Google Maps: Location ___________________________________________ Mimi Reisel GLADSTEIN Ph.D. Author, professor, University of Texas at El Paso Named to El Paso Women's Hall of Fame in 2011. First director of Women's Studies Program at UTEP. Wrote The Last Supper of Chicano Heroes: Selected Works of Jose Antonio Burciaga. Primary Sources Gladstein Mimi Reisel and Sylvia Deemer Cohen, The Wild West Welcomes Holocaust Survivors, Lone Stars of David, Brandeis University Press, Waltham, MA, 2007, p. 239-254. Secondary Sources Wikipedia Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso, (2011) Fort Worth, Texas: TCU Press, 9780875654300. p. 220. Charles H. Martin and Rebecca M.Carter, editor, Diamond Days, Texas Western Press, El Paso, TX, 1991. El Paso County Historical Society, Women Who Forged El Paso (Draft) Teaching Resources ______________ Octavia GLASGOW (1900-1986) Historic preservationist, artist, educator Octavia Magoffin Glasgow born Dec 30,1900 in El Paso, TX was the second child of Josephine Magoffin Glasgow and Brigadier Gen. William J. Glasgow. Josephine was nicknamed “The Admiral” by her husband. Their daughter Octavia, affectionately nicknamed “Tia”, lived in Magoffin Home in El Paso, TX all of her life. She never married. She was last family member to live in that historic territorial style home. Octavia “Tia" was an accomplished artist. She associated with Urbici Soler, Christo Rey sculptor. About 1940 she taught Manuel Acosta as a student at Bowie High in the Segundo Barrio. She also taught at Radford School for Girls. A portrait of “Tia” by her lifetime artist friend Leona Freeman is in Homestead. Perhaps due to close connections of family with U.S. Army, for 20 years Octavia later was a librarian at Ft. Bliss. “Tia” traveled extensively throughout life. In 1931 she was living with and serving as hostess for her brother Wm. J. Glasgow Jr. In 1931 he was stationed in Tientsin, China. Her sister Harriet Magoffin Lucker met her husband Harry there. “Tia" had a major role in raising the children of her sister Harriet who sadly died of TB at an early age. Octavia assisted her mother in hosting often elaborate events for civic and military groups when they visited. “Tia” was an exemplary hostess and frequently extended hospitality as a member of the family during her life tenure in the Magoffin Home. She was active in Pan American Roundtable, El Paso County Historic Society, Los Commadres, and other civic & cultural groups. Octavia was raised as a faithful Catholic. She attended mass daily during entire adult life. She may have entered a convent in Washington D.C. but left after a conflict. “Tia” was instrumental in the negotiations between the surviving children (Joseph, Ed, and Octavia) in selling the Magoffin Home to the City of El Paso and State of Texas in 1976. The opening of the home was a major event in El Paso, Texas in 1976 the Bicentennial year of the USA. She was involved in many events promoting the new status of the residence. She and her niece, Isabel P. Glasgow, supported the growth of Los Companeros, auxiliary to the Home. She lived in the home at that time and retained life tenancy. She died in the family's home July 18,1986. She is buried in Evergreen Cemetery. Primary Sources Obit Secondary Sources Teaching Resources El Paso Women's History Coloring Book Vol. 1 available from UTEP Library Archives ________________________ Betty Mary Smith GOETTING, Women's Health Advocate, Librarian Primary Sources Betty Mary Smith Goetting Papers are in Scholarswork of Library University of Texas at El Paso. Secondary Sources El Paso County Historical Society Women Who Forged El Paso (Draft) Teaching Resources El Paso Women's History Coloring Book Vol 1. on line at Scholarswork at UTEP Special Collections ___________________________________________ Mary Edna GONZALEZ, State Representative DISTRICT 75, El Paso, TX PRIMARY SOURCES Lauren Mc Gaughy, "5 Women representatives form Texas' first LGBTQ caucus," Dallas Morning News, Jan 11, 2019: 3B. Mary Gonzalez, "Expand Medicare to protect Texans," El Paso Times, Dec 8, 2013. State Rep. Mary Gonzalez "Put children first in Texas border crisis,"Commentary, El Paso Times, July 23, 2014 :3B. "El Paso dairies may have another chance," El Paso Times, Jan 14, 2014:5B. Joe Nick Patoski, opinion,"Mary Gonzalez butts into Hays County water issue," El Paso Times, May 31, 2015. "Zombie Lots," El Paso Times, May 5, 2015. "Marty Schladen, "Rep. Gonzalez gets 1st bill through committee," El Paso Times, Feb 19, 2015: 1B. "Gonzalez says education, agriculture priorities," El Paso Times, Jan 31, 2016: 1B. "Gonzalez elected Caucus vice chair," El Paso INC, Dec. 18-24, 2016:4A. Arlinda Valencia, "Mary Gonzalez is true friend of education," El Paso Times, Feb 2, 2016: 5A. Madlin Mekelberg, "Gonzalez reflects on service," El Paso Times, June 30, 2018: 1A. "Gonzalez deserves another term," Edtorial, El Paso Times, Feb. 21, July 2018: 6A. Eleanor Dearman, " State Rep. Gonzalez seeks to retain her post," El Paso Times, Aug. 30, 2019, p. 10A. SECONDARY SOURCES Wikipedia Teaching Resources El Paso Women's History Coloring Book Vol. II from Special Collections UTEP Library ______________________________________ Gertrude Amelia "Sugar" GOODMAN 1924-2016 Civic Leader, Humanitarian Primary Sources Her papers are available at Scholarswork MS 599 UTEP Library Special Collections Border Heritage Collection of El Paso Main Library Downtown El Paso, TX has some of her papers. Secondary Sources El Paso County Historical Society Women Who Forged El Paso (Draft) Photos on El Paso Museum of History Digital Wall __________________________________________ Christine GRANADOS, Author Primary Sources Interview, Words on a Wire, KTEP Radio, Oct. 27, 2017. ____________________________________________________________ Rosa Ramirez GUERRERO, Member Texas Women's Hall of Fame, Performing Artist, Educator, Hispana Advocate Primary Sources Google Maps: Location Secondary Sources Texas Archive of the Moving Image, El Paso County Historical Society Women Who Forged El Paso (Draft) Timi Haggerty, "Legacy of wisdom and grace,"Nova Quarterly, Fall 1997. Paul Hoylen Jr. "The Arts of Rosa Guerrero,"Las Fronteras, Nov. 1993. Joe Olvera, "El Paso Treasure," El Paso Times, Nov 14, 1993. Deborah Martin, "Busy retirement," El Paso Herald-Post, Accent, Aug 16, 1990. Robbie Farley-Villalobos, "Rosa's Mom..." El Paso Herald-Post, Accent magazine, July 2,1992. Betty Ligon, Art Scene, El Paso Herald-Post, Accent magazine, May 25, 1995. Teaching Resources El Paso Women's History Coloring Book, Vol. 1 available through Scholarswork UTEP Library ____________________________________________________ "H" Nancy M. HAMILTON, Jennifer HAN, Polly HARRIS, Mary R. HAYNES, Marta Duron HERNANDEZ, Jan HERRING, Tillie HOWARD, Connie HULBERT, HOUCHEN Center, etc. Nancy M. HAMILTON, Author, Historian, Art Collector, Primary Sources Scholarswork UTEP Library Special Collections has her collection MS 314. Secondary Resources Obit Nova magazine of UTEP El Paso County Historical Society Women Who Forged El Paso (Draft) Digital Wall El Paso Museum of History has photos. El Paso Women's Hall of Fame on Wikipedia. Books written by Nancy Hamilton Ben Dowell: El Paso's First Mayor UTEP: A Pictorial History ___________________________________________ Jennifer HAN, Boxer, Athlete, Businesswoman, Primary Resources Newspapers in El Paso sports, Secondary Sources Aguilar, Matthew, "Han Has Mama Power." El Paso Times, Sept. 4, 2021. Digital Wall El Paso Museum of History ___________________________________________ Polly HARRIS, City Representative, Feminist, Advocate for the elderly Polly Harris (1924-1987) was a well respected co-owner of a public relations firm in El Paso, TX. Polly was a City Council representative. She was known as a civic volunteer, actress, politician, and feminist. Polly was beloved in the community and advocated for elders in the community. A senior center on El Paso's westside is named for her. She is buried in the Jewish section of Concordia Cemetery. Primary Resources Special Collections UTEP Library El Paso- Herald-Post collection MS 348 Secondary Resources Wikipedia, Polly Harris obituary, Google Maps Polly Harris Senior Center El Paso County Historical Society Women Who Forged El Paso (Draft) Teaching Resources El Paso Women's History Coloring Book Vol. II p. 20 available electronically from UTEP Library Special Collections ___________________________________ Mary Rapstine HAYNES, Politician, Civic Leader Primary Sources Her papers are at El Paso County Historical Society. She is a member of their Hall of Honor. Digital Wall of El Paso Museum of History Secondary Sources El Paso Times, Feb 28, 2015, p. 3D. __________________________________________________________________________ Marta Duron HERNANDEZ (? to 2022) El Paso Women's Hall of Fame, civic leader, Bowie High alumnae, politician, Primary Sources Obit El Paso Times, July 3, 2022, p. 5A. Pictures on digie wall, El Paso Museum of History Secondary Sources Savanna Stewart, "Former El Paso 'Woman of the Year' dies at 87," El Paso Times, July 5, 2022, p. 1A and 10A. __________________________________ Jan HERRING, artist Primary Sources Secondary Sources Wikipedia She has a street named for her in Clint, Texas. ___________________________________________ Ingeborg HEUSER, Ballet Director Ingeborg Heuser directed the ballet program at University of Texas at El Paso for many years. She taught ballet at her own studio and also at various private schools including Loretto Academy. UTEP Library Special Collections has info on fine arts programs at that university. She died Feb 14, 2022 in El Paso, TX. Primary Sources Guide to MS 632 UTEP Ballet Research files Secondary Sources "Local Ballet legend..." Prospector, Nov 29, 2006, p. 1B. "Ingeborg Heuser's Final Nutcracker," El Paso Times, Dec 24, 2006, p. 59 For the Love of Dance, by Christina Casas Palmer, 2016 100 Years of Women at UTEP, published byTexas Western Press, p. 45. Iriana Fogle and Kathryn Guerra, " Ingeborg Heuser Brought Professional Ballet to City," EPCC Borderlands 2011-2012, Vol. 29, p. 12. Marcia Daudistel ed., Grace and Gumption: El Paso Women, p. 150-51. Teaching Resources El Paso Women's History Coloring Book Vol. 1 available free from UTEP Library, Special Collections __________________ Rose Konda HONDA Primary Resources Scholarswork at UTEP Library Archives Oral History interview #813. __________________________________________ Houchen Settlement House and Rose Gregory in Segundo Barrio of El Paso, TX Houchen Community Center was opened in 1912 as a Settlement House. The Houchen Settlement House provided daycare, education, and health services to the Segundo Barrio in El Paso, TX for many years. Primary Sources Photos on digie.org Secondary Resources Handbook of Texas entry about Settlement Houses Vicki L. Ruiz, "Dead Ends or Gold Mines?" Frontiers, 12:1, (1991) Google maps Wikipedia Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press, 9780875654300. p. 150-154. Settlement Houses in the Progressive Era The Rose Gregor Settlement House Patricia Wollin, "Houchen Settlement House Helped New Arrivals, EPCC Borderlands, Vol. 36, 2018-2019. ________ Tillie HOWARD, Entrepreneur, John McVey Middaugh, "Madam made early El Paso more hospitable," El Paso Scene, 2015, p. 24. ___________________ "I" Maud ISAACKS, State Representative Maud Isaacks,Teacher, State Representative Eula Maud Isaacks was a Democratic Representative for El Paso, TX. She introduced a bill in the state legislature to end the poll tax. She is buried at Evergreen Cemetery in El Paso, TX. Primary Resources Guide to MS123 Maud Isaacks Papers, Scholarswork UTEP Special Collections Secondary Resources Handbook of Texas Online, Wikipedia, Legislative Record Conrey Bryson, "El Paso and the Poll Tax," El Paso County Historical Society quarterly, Password, Vol. 4, No.2, p. 52. Digital Wall Museum of History El Paso, TX Teaching Resources El Paso Women's History Coloring Book Vol. 1, available electronically from Special Collections UTEP Library ___________________________________________ "J" Davie JOHNSON RN, Pearl JOHNSON, Shoshana JOHNSON POW, Mrs. Guy Hallett JOHNSON, Davie JOHNSON Nurse, Advocate for Elders, Google Maps: Location _______________ Pearl Johnson Primary Sources Secondary Sources Trish Long, "Tales from the Morgue", El Paso Times, June 2, 1955. ____ Shoshona Johnson, Iraq War POW Primary Resources She has published a book. Local newspapers, Secondary Sources Wikipedia _________________________________ Mrs. Guy Hallett JOHNSON Secondary Sources Tribute in Password, quarterly publication of El Paso County Historical Society, Vol. XXXII, No. 1. "K" Lt. Col. Charlee Kelly , Eliz. KELLY, Ruth E. KERN, Ginger KERRICK, Ruth Nash KING, Catherine B. KiSTENMACHER, Angela KOCHERGA, Olga KOHLBERG, M. Sue KURITA? etc. Charlee Kelly, WW II vet Primary Sources Secondary Sources Teaching Resources El Paso Women's History Coloring Book Scholarswork, UTEP Library Archives _______________________ Elizabeth Hooks KELLY, Librarian, Community Volunteer Primary Sources - ScholarsWork UTEP Library Interview 872. Secondary Sources - El Paso Museum of History Digital Wall contains multiple photos - El Paso County Historical Society Women Who Forged El Paso (Draft) ____________________________________ Ruth Ellen KERN Lawyer, Civil Rights Activist in El Paso, TX Ruth Ellen Kern (1914-2002) was a pioneer feminist lawyer in El Paso, TX. Ruth was a member of the American Civil Liberties Union (ACLU) and she helped lead reforms to rebuild the El Paso County jail. Kern began her private practice here in 1967. She was a founding and active member of the El Paso Women's Political Caucus and the El Paso Women's Bar. She also worked to prevent violence against women. She herself was raped. The community response brought new resources to this form of sexual violence. She was later elected to the board of El Paso Community College. Primary Sources Secondary Sources - Obituary, - Wikipedia - Rogers, Liz, "El Paso Women Lawyers/The Pioneers," El Paso Bar Journal, Nov 2008, p. 7-10. - Aschoff, Susan, "Ruth Kern Replaced Domesticity With Outspokenness" El Paso Times, Sept. 10, 1978. - Karr, Stephanie, "Honoring Visionary Women," El Paso Times, March 25, 2017. - Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 215-217. - Eva Ross El Paso Women's History Collection MS 447 housed at UTEP Library Special Collections provides info on El Paso Women's Political Caucus involvement - El Paso Jewish Historical Review, Insights and Hindsights of Some El Paso Jewish Families, Vol. 1, Spring 1983, Number 2, p.148-152. Teaching Resources - Brad Meltzer I Am Sonia Sotomayor, - Susan E. Goodman, The First Step, - El Paso Women's History Coloring Book Vol. II, p. 20 Ginger KERRICK DAVIS, first Latina Flight Director NASA Ginger Kerrick Davis is a member of the Texas Women's Hall of Fame. She is a physicist who works for NASA in Houston. She was the first Hispanic female flight director there. Once a promising local athlete at Eastwood High in El Paso, TX, Ginger changed her career plans after a serious injury. She was a science student at UTEP and Texas Tech. Ginger was honored in El Paso as Grand Marshall of the Sun Bowl Parade. She married in 2020. Governor Greg Abbott appointed her to the Board of Regents at Texas Tech University in Lubbock. Primary Sources Secondary Resources Teaching Resources - El Paso Women's History Coloring Book ,Vol. 2. p. 21 ___________________________________________________________________________________-- Ruth Nash KING, professional nurse Primary Resources Secondary Resources Obit circa El Paso Times May 28, 2018 ________________________________ Catherine B. KISTENMACHER, El Paso Women's Hall of Fame, Artist, Volunteer Primary Sources Secondary Sources - Charles Martin & Rebecca M Carter, Diamond Days, Texas Western Press, El Paso, Texas, 1991, p. 99. - Bernadette Sedillos Self, "A Passion for Art," El Paso Times, Jan 13, 2006. ____________________________ Angela KOCHERGA, Journalist Angela Kocherga is a journalist who works as the news director at KTEP and Borderzine. She also works with El Paso Matters, and has won Emmys for her work on life in our borderlands. Primary Resources Angel Kocherga, "El Paso Congresswoman recounts mob attack" KTEP, Jan 7, 2021. Secondary Resources Teaching Resources El Paso Women's History Coloring Book Vol. 2, p. 22 available through Scholarswork UTEP Library Special Collections ___________________________________________Olga KOHLBERG and the Woman's Club of El Paso,Texas The Woman's Club of El Paso was the first woman's club in Texas. Many prominent women living in El Paso, Texas were involved, including Olga Kohlberg, Eugenia Schuster, and many more. Primary Resources - Kohlberg family papers at UTEP - UTEP Library Special Collections Digitized Archives of the Woman's Club of El Paso MS 476 & more: Archives Secondary Resources - Handbook of Texas - Wikipedia page: Woman's Club of El Paso - Google maps: Location - El Paso County Historical Society Women Who Forged El Paso (Draft) Teaching Resources - El Paso Women's History Coloring Book Vol. 1 in Scholarswork at UTEP Library Special Collections - Olga Kohlberg dramatization ________________________________________ M. Sue Kurita, Judge El Paso,TX Primary Sources Secondary Sources Wikipedia There is an article about Kurita family in El Paso County Historical Society Password Teaching Resources El Paso Women's History Coloring Book Vol. 2, p. 23 available through Scholarswork at UTEP Libary _______________________ "L" Mary A. LACY, La Mujer Obrera, Sarah LEA, Romy LEDESMA, Barbara LEE, Yolanda C. LEYVA, Betty J. LIGON, LORETTO Academy, Lupe CASILLAS Lowenberg,etc. Mary A. Lacy (Sanchez) Member El Paso Women's Hall of Fame, Teacher, Rangerette sponsor at Riverside High, Artist Born in San Elizario, TX. Primary Sources - Scholarswork@UTEP interview No 869. Secondary Sources - Wikipedia _____________________________________ LA MUJER OBRERA Primary Sources Secondary Sources Gabriel Solis, Farah 50 Years Later: a History of Class Struggle in Borderlands, Spectre, 6.16.2022 __________________________________________________ Sarah Dighton Lea, community leader Primary Sources - Buried in Texas State Cemetery. Good biography there. - Digital Wall of El Paso Museum of History - Scholarswork UTEP Library Archives MS 476 Local newspapers El Paso Museum of History Digital Wall has several images. Secondary Sources _____________________________ Romy LEDESMA Ph.D. Materials Science Professor at University of TX at El Paso Primary Sources Secondary Sources ________________________________ Barbara LEE Congresswoman, author, civil rights advocate Primary Sources - Renegade for Peace and Justice, Congresswoman Barbara Lee Speaks for Me, Rowman and Littlefield Publishers inc., 2008. - Congressional Record Secondary Sources - Wikipedia - Digital Wall at El Paso Museum of History - Archie Waters, "Congresswoman Returns..." El Paso Times, Sept 24, 1998, Northeast supplement, p. 5. - Aileen Flores, " US Rep. Lee recalls segregation," El Paso Times, Oct 28, 2017, p. 7A. Teaching Resources _____________________________________________ Yolanda Chavez LEYVA Ph.D. Public Historian, Educator/ Poet Yolanda Chavez Leyva is a Professor in Dept. of History at UTEP, and Director Institute of Oral History there. She worked persistently to defend historic areas of El Paso, TX. She studies, lives, transmits Chicano history. Primary Sources - Fierce Fronteriza - "Segundo Barrio faces new challenge," Prospector, Sept 20, 2006, p. 3. Secondary Sources - 100 Years of Women at UTEP published by Texas Western Press - UTEP page - Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 220. - UTEP Library Special Collections, Institute of Oral History holdings MS 327 Teaching Resources - El Paso Women's History Coloring Book Vol. 2 available through UTEP Library Special Collections ___________________________ Betty J. LIGON, Member El Paso Women's Hall of Fame, Journalist, Aviatrix, Arts Advocate Primary Sources - Oral History Scholarswork Interview # 872 UTEP Library Special Collections, mostly about experiences in WWII - Guide to MS371 Betty Ligon Papers at UTEP Library Special Collections Secondary Resources Teaching Resources ______ LORETTO Academy Primary Sources - Digital wall El Pas Museum of History has information and over 300 photos - Ad for newly built Loretto Academy, - El Paso Times, Aug 14 1927, p.7. - https://www.newspapers.com/clip/105408092/ Secondary Sources, _____________________________ Lupe Casillas LOWENBERG, artist, educator, _____________________________ Elizabeth "Betty" LUTHER, Society Page editor and advice columnist El Paso Herald-Post Primary Sources Secondary Sources "M" Octavia Mac Grael MAGOFFIN, Susan Shelby MAGOFFIN, Olga M."Cookie" MAPULA, Adair MARGO, Olalee Mc Call, Nancy J. Mc Donald, Pat Mora etc Octavia Mac Grael MAGOFFIN, Wife of early mayor of El Paso, TX Born in Brazoria County, TX. Primary Sources - Obit - - "Remains of Mrs. Magoffin interred," - El Paso Herald, July 7, 1906. - "Mrs. Magoffin's Will Probated," El Paso Herald, Nov. 6, 1906 - "Plans to Make Museum of Magoffin Homestead," Dallas Morning News, Oct .21, 1923. - "A Real Memorial to Old Southwest," Dallas Morning News, Oct. 21, 1923 - Joseph Magoffin Probate File No. 4162, El Paso County Records, UTEP Library Special Collections. - Find-a-Grave - Buried at Evergreen Cemetery El Paso, TX. Secondary Sources _____________________________________________________ Susan Shelby MAGOFFIN, Pioneer traveler on Santa Fe Trail, diarist, The statue of Susan Shelby Magoffin is at Keystone Heritage Park off Doniphan St. in El Paso TX. Primary Sources - Down the Santa Fe Trail: The Diary of Susan Shelby Magoffin, 1846-1847 Secondary Sources - Wikipedia - Kansaspedia - Encyclopedia Britanica - Damico, Denise. Magoffin, Susan Shelby - Simmons, Marc, "Magoffins Helped Shape Early Southwest." El Paso Times. November 29,1992. Teaching Resources ___________________________________________ Olga "Cookie" MAPULA 1938-? Member El Paso Women's Hall of Fame, Educator, El Paso Community College Board Member, Entrepreneur, She has a street on eastside of El Paso, TX named for her. Primary Sources - Google Maps: Location Secondary Sources Frontera: Businesswomen/Entrepreneurs Teaching Resources ______________________________________________________ Adair MARGO, Arts and Humanities Advocate, Author Adair Margo is a third-generation El Pasoan. She is a supporter of the arts in El Paso, the state of Texas, and internationally. She chaired the President's Committee on the Arts and the Humanities from 2000 to 2008. That year she received the Presidential Citizens Medal from President George W. Bush. She is close friends with former first lady Laura Bush and the former president. Adair founded the Tom Lea Institute in 2009. She was appointed as a Member of then Texas Higher Education Board. She received an award for cultural diplomacy from Mexico. She has helped politicians at the national, state, and local level, including her husband former Mayor Dee Margo. Primary Resources - C-Span - Digie - Texas Book Festival - Tom Lea Institute - Margo (Adair) Gallery Collection MS 646 at Scholarswork UTEP Library Archives - UTEP Library Special Collections - Records of President's Committee on the Arts and Humanities (2000-2008) - MS440 Edge of Texas #273 Last Chance XMas available through UTEP Library Archives Secondary Sources - "Power of Image", El Paso Times, June 24,1993 p. 2B. - "Art among center's offerings," El Paso Herald-Post, Sept. 6, 1993. - "Outgoing chair Texas Commission on the Arts," Interview, El Paso Inc. , Jan 3-9, 1999. - El Paso Times, Sept. 25, 2000. - "Margo Wins Bravo Award of League of Women Voters,"El Paso Times, Ap 1, 2001. - "Margo to make Bush's art panel international," El Paso Times, Jan 7, 2002, p. 1A & 2A. - El Paso Times, July 14, 2002 p. 3F. - "President of FEMAP Board," El Paso Times, Jan. 16 2005, p. 1F. - "National Arts leaders come to El Paso," El Paso Times, 04.29.2007. - Ramon Renteria, "Adair Margo's time at the top," El Paso Times, Dec 7, 2008, p. 1F & 6F. - "YWCA helped teach Margo to share El Paso with the nation," El Paso Times, May 31,2009, p. 1F. - El Paso Times, Oct.8, 2013, p.1A. - UTEP Magazine, Spring 2017, p. 5. - El Paso County Historical Society Hall of Fame Tribute - "Digital wall is a gift," El Paso Times, May,17, 2020, p.7A. - In Retrospect, publication by Adair Margo Gallery 20th Anniversary Year 1985-2005. Teaching Resources - El Paso Women's History Coloring Book Vol. 2, p. 25 available through UTEP Library Special Collections _______________________ Susana MARTINEZ, First Hispana governor in the USA Primary Resources - Milan Simonich, " Martinez takes government reins," El Paso Times, Dec 31, 2010. - Ramon Renteria, " 'Bossy' El Paso girl and born leader," El Paso Times, Oct 24, 2010. - Anne E. Kornblunt, "Momentum for women on GOP side," Washington Post, & El Paso Times, Sept 12, 2010, p. 6A. - Russell Contreras, "Martinez: grandparents arrived in U.S. illegally," El Paso Times, Sept 9, 2011. - "El Paso's Daughter, New Mexico Governor, A Conversation..." The City Magazine, May 2013. p. 61-67, The citymagazineelp.com - Las Cruces Sun News, Diana Alba Soular, " NM Governor for Vice President,? She says no," El Paso Times, April 3,2012, p. 3B. - Editorial,"From the Publisher," El Paso INC, June 1-7, 2014. - Ramon Bracamontes, " Union Pacific to expand ..." El Paso Times, Jan 8, 2011, p. 1A & 7 A. - Milan Simonich, "MALDEF challenges NM residency checks," El Paso Times, Aug 24, 2011, p. 1B. - "Barry Massey, "Hispanic group allowed in redistriction case, El Paso Times, Dec 1. 2011. - Milan Simonich, "Martinez to make third try," El Paso Times, Jan 2, 2012, p. 1A. - Steve Peoples,"Martinez tapped to lead GOP Governors' Association," El Paso Times,Nov.20. 2015: 3D. - Carlos Andres Lopez, "NM governor lauds joint border efforts," El Paso Times, Ap 27, 2018. Secondary Resources Teaching Resources ________________________________________ Nancy Jane Mc DONALD, State Representative, Icon of Texas Nursing, Nancy Jane McDonald (1934-2007) was Texas State Representative for District 76 in the Mission Valley area of El Paso, Texas. She was a nurse and the mother of a large family. At one time Nancy was the only registered nurse in the Texas legislature. She helped make reforms in public health during the AIDS crisis. She is buried in the Texas State Cemetery in Austin, TX. Primary Resources Secondary Resources - Texas State Cemetery - Nancy Mc Donald, Icon of Texas Nursing - Wikipedia - UTEP Library Special Collections has photos and other info in MS 348 El Paso Herald-Post collection and in MS447 Eva Ross collection Teaching Resources - El Paso Women's History Coloring Book Vol. 2, p. 26 available through UTEP Library Special Collections ________________________________________ Olalee Mc Call, educator, civic activist Primary Sources Secondary Sources Wikipedia? - Image on Digie - "Kwanzaa at Mc Call Neighborhood Center," El Paso Times, Jan 3, 2015, p. 3D. Teaching Resources Olalee Mc CALL, Mc Call Neighborhood Center The McCall Center in the historic Five Points area of El Paso, TX is a vibrant, resource-rich, gathering place for African Americans and other El Paso cititzens. Created under the effective leadership of Leona Ford Washington, the McCall Center has provided meeting space, entertainment, and education about the African American citizens of El Paso. A key section of the building was the home of Olalee and her husband. - African Americans in El Paso by Frances Hill - Website - Google Maps ___________________________________________ Florence Cathcart MELBY Secondary Sources - Obituary - El Paso County Historical Society Women Who Forged El Paso (Draft) ___________________________________________ Alice G. MERCHANT M.D. Doctor and suffragist. Graduate of Eclectic Medical College of City of New York. Secondary Sources - Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 190 ___________________________________________ Mary Schuster MEYER Secondary Resources - El Paso County Historical Society Women Who Forged El Paso (Draft) ___________________________________________ MIDWIFERY In El Paso, TX Secondary Sources - "Birth City: Race and Violence in the History of Childbirth and Midwifery in the El Paso-Cuidad Juarez Borderlands, 1907-2013 Scholarswork.UTEP.edu dissertatons ______________________________________ Maria Norma MONTELLANO Primary Sources UTEP Library Archives has her papers Secondary Sources ___________________________________________ Pat MORA, Poet, Author, Literacy advocate, Pat Mora is an American author who has supported lifelong literacy among children and adults. She graduated from Loretto Academy in El Paso TX. Mentored by Diana Natalicio she held various positions at the UTEP. She has received national awards for her writing. She created El día de los niños, El día de los libros in 1996. Primary Resources Books - House of Houses,family memoir 1997 - Tomas and the Library Lady, Open Mind Story Time - A Library for Juana - Dizzy in My Eyes - Book Joy, Word Joy - Drawing Inferences; My Own True Name - Video interview on readingrockets Secondary Resources - Wikipedia, - Jessica Cereceres, "Dia de Pat Mora," Borderlands flipbook p. 14-15. - 100 Years of Women at UTEP published by Texas Western Press Teaching Resources - Annenberg Learner, the Expanding Cannon, Pat Mora and James Welch - El Paso Women's History Coloring Book Vol II, p. 27 from Scholarswork at UTEP Library ___________________________________________ Esperanza Acosta MORENO, Librarian Esperanza Acosta Moreno was the first Hispanic person to work as a librarian at the University of Texas At El Paso. As a student she worked her way through Texas Western College. She participated in Golddiggers. She worked with the nursing collection and rare books. She served as librarian to UTEP Nursing School. An eastside library branch of the El Paso Public Library system is named for her. Primary Resources - UTEP Library Special Collections has her collection MS 089 - Diamond Days, UTEP Oral History published by Texas Western Press available through UTEP Library Special Collections Secondary Sources Teaching Resources - El Paso Women's History Coloring Book Vol. 2. p. 28 available electronically through UTEP Library Special Collections ___________________________________________ Celia Álvarez MUNOZ Artist Primary Sources Secondary Sources "N" Diana NATALICIO, Grace Ng M.D, Drusilla Tandy NIXON, Diana NATALICIO, Texas Women's Hall of Fame, President Emerita, University of Texas at El Paso, Diana Natalacio (1939-2021) was the first woman to serve as president of the University of Texas at El Paso. During her presidency, she worked to recruit more Hispanic students from our borderland region to UTEP. In 2013 she became the president of the board of directors of the American Council on Education. Dr. Natalicio is a member of the Texas Women's Hall of Fame. Primary Sources UTEP Special Collections MS 348 and asks for more resources MS 001 Oral History interview # 773 in Scholarswork at UTEP Library archives Carreon, Christina, "Ex-UTEP President Dr. Natalicio Dies at 82," El Paso Times, September 26, 2021, p.1. Secondary Sources Google Maps to UTEP Administration Bldg Charles H. Martin and Rebecca M. Carter, Diamond Days, Texas Western Press, El Paso, Texas, 1991. Oscar J. Martinez, LatinX El Paso, Trego Hill Publications, El Paso, TX, 2021, p. 131-140 & 153-54. 100 Years of Women at UTEP, p. 68-69 Texas Western Press ISBN-10:0-87404-306-9 El Paso County Historical Society, Women Who Forged El Paso History Teaching Resources El Paso Women's History Coloring Book, Vol. I and Vol 2??? __________________ _______________________________ Drusilla Tandy NIXON Primary Sources Secondary Sources Wikipedia Sarah E. John, "In Tribute to Drusilla Tandy Nixon", Password, El Paso County Historical Society quarterly, Vol. XXXVI, No.1, El Paso,TX, Spring 1991, p. 35. El Paso Museum of History Digital Wall has pictures? Teaching Resources _________________________________ "O" Sandra Day O'CONNOR, Agnes O'Shea, Lupe ONTIVEROS, Mago ORONA, Lilliana OWENS, S.L. , etc. Sandra Day O'CONNOR, Supreme Court Justice, Alumnae, Radford School for Girls Primary Resources Sandra Day O'Connor Digital Library for Democracy Picture on digie.org Secondary Resources El Paso County Historical Society Women Who Forged El Paso (Draft) Darlene Superville, El Paso Times, July 31, 2009, p. 6A. Berenadette Self, "O'Connor inspires El Paso Women," El Paso Times, April 5.2005, p. 1A. Teaching Resources Profiles of Women Past & Present: Fifteen Original First Person Monologues Written for Classroom and Group Presentation, American Association of University Women, Thousand Oaks Branch Inc, California, ISBN: 0-9637756-0-x p. 37. El Paso Women's History Coloring Book Vol. 1, available from Scholarswork UTEP _________________________________________ Agnes O'Shea, Humanitarian Primary Resources Virginia Strom, "30 Year 'Poor Farm's Superintendent, She is 'Mother and 'Mom' , El Paso Herald-Post, Ap. 11, 1946. __________________________ Lupe ONTIVEROS, Actress, Activist Primary Resources Secondary Resources ___________________________________ Sister M. Lilliana OWENS, S.L. Author, Historian of Diocese of El Paso,TX Secondary Resources Wikipedia Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 92. "P" Letecia PAEZ, Carolyn Laura Partee PARKER, Lydia PATTERSON , Jane Burges PERRENOT, Gloria Osuna PEREZ,,Emma PEREZ, Kathleen PEYTON, Gloria Osuna PEREZ, Jane Burges PERRENOT, Nestora Granillo PIAROTE, etc. Letecia PAEZ, Health administrator, first Hispana national president of YWCA, El Paso Women's Hall of Fame, Primary Resources Laura Cruz, " El Pasoan is YWCA National President," El Paso Times, Sunday, July 22, 2001. Secondary Resources Daudistel, editor Grace and Gumption, TWU Press, 2011, p. 22. ____________________ Carolyn Laura Partee PARKER, Owner Tri-State Beauty School, US Small Business Advocate of the Year Women in Business 1990, El Paso Women's Commission Hall of Fame, Former reporter on El Paso Times, Primary Resources Secondary Sources _____________________ Lydia PATTERSON , philanthropist Voices from La Lydia a book by Adair Margo. John Williams Corbin was founding missionary. His wife Annie Williams Corbin served borderlands residents for many years. Lydia Patterson School opened New Year's Day 1914. Primary Resources Secondary Sources Voices of La Lydia, book Wikipedia, Obit Clinton F. Hartmon, "Lydia Paterson Institute, a Living Memorial," Password, of El Paso County Historical Society, Vol. XXXIV, No. 3, El Paso, Texas, (Fall 1989), p. 113. _________________________________________________________ Emma Perez, Chicana historian, Author Primary Sources Secondary Sources ________________ Gloria Osuna PEREZ, Artist, Member El Paso Women's Hall of Fame, Primary Sources You tube video by Borderzine, Photos of her work are on Digie.org Secondary Sources, Eklund, Lori and Jerry Medrano. "Instructional Resources: Community and Contemporary Chicano Art: Four El Paso Artists." Art Education. Vol. 53, No. 4. July 2000. (Log in for free on JSTOR) _________________________________ Jane Burges PERRENOT, Philanthropist, Library advocate, Jane Burges Perrenot was a philanthropist in El Paso,TX who was active in helping the community in many different ways. She donated land and funds to the El Paso Public Library. After her death, her home was donated to the El Paso County Historical Society. Primary Sources MS 262 Burges-Perrenot Family Papers, UTEP Library Special Collections: Digie: Perrenot Secondary Resources El Paso Historical Society: Website El Paso County Historical Society Women Who Forged El Paso (Draft) __________________________ Kathleen PEYTON, YWCA executive, Former school board member of Ysleta Independent School District Primary Sources Texas HR 3023 "After school care provided motivation," El Paso Times, May 26, 2009, p. 1D. ___________________________________________ Nestora Granillo PIAROTE, Ysleta Del Sur Foremother/Potter Nestora Granillo Piarote (1849 -1918) was a member of the Ysleta del Sur Pueblo tribe in El Paso, Texas. She was born just after the Treaty of Guadalupe Hidalgo that dramatically changed laws impacting women in the Southwest. Nestora was a potter and helped preserve the Tigua language. Primary Resources Google Map: location UTEP Library Special Collections has some materials on Tigua tribe Daniel Borunda, "$10,000 reward offered to solve Columbus Day vandalism," El Paso Times, Oct 13, 2017. Secondary Resources Teaching Resources El Paso Women's History Coloring Book volume II (2020) also available from UTEP Library Special Collections. ________________________________________________ Philipino Women in El Paso, TX Primary Resources Philipino Nurse Assn. El Paso Times, Feb. 1, 2008. Coronation Miss Philippines, El Paso Times, Nov 23, 2007. ______________________________________- Mary POLK, State Representative Primary Resources Jesse Tinsley, Contraception Centers Proposed," El Paso Herald-Post, May 15, 1982, p. 6A. Secondary Resources El Paso Women's History Coloring Book Vol.1. _______________________________________________ Pearl PONSFORD, World traveler and writer _______________________________________________ Mother PRAXEDES/Loretto Academy, Catholic Girls' School Mother Praxedes (born Susan Carty 1854-1933) was a member of the Sisters of Loretto and an educator. She helped build many schools in the United States and served as the leader of the Sisters of Loretto for many years. In the 1920s, she started building Loretto Academy in El Paso. - Archives of Loretto Community, Nerinx, Kentucky - Pamphlet, "An Army of Peace," The Story of the Sisters of Loretto at the Foot of the Cross," c. 1943 - Biography by Patricia Manion, Only One Heart - Website SECONDARY RESOURCES - El Paso County Historical Society Women Who Forged El Paso (Draft) - Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 97-98 . “Mother Praxedes gets Gran Cross…” El Paso Herald, Sept. 5, 1927 p.5. Teaching Resources ___________________________________________ Pearl PONSFORD, Teacher, Travel writer ____ Mary Smith PRICE, founder Price's Dairy, a long-established El Paso business. Primary Resources Secondary Resources David Bennett, Woman was prominent," El Paso Times, March 3, 1998. Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 200-204 Bill Lockhart, "They Bought a Cow: The History of Price's Dairy, Teaching Resources Scholars Work UTEP, El Paso Women's History Coloring Book, Vol. 1. _____________ "Q" Joan QUARM, Juanita H.QUINTEROS, Harriette QUISENBERRY, Joan Quarm Secondary Sources Quisa Davis, "Ms. Joan nurtured El Paso theatre...", El Paso Times, Jan 7 2010, p. 7B. Diane Washington Valdez, El Paso arts and cultural icon dies at 90," El Paso Times, Jan 3, 2011, p. 1B. ___________________________________________ Harriette QUISENBERRY, Community activist circa 1935 Primary Resources Secondary Resources Abbie Weiser, "Think-Talk-Write Texas Centennial in 1936, Scholarsworks at UTEP Library ___________________________________________ Juanita H. QUINTEROS, LULAC activist, Advocate for elders Obit "R" RADFORD School for Girls, Ma. de Socorro RAMIREZ, Revva Ruth REYES, Mateele RITTGERS, Lupe RIVERA, Belen ROBLES, etc. Radford School for Girls Primary Sources Google Maps Photos on Digital Wall of El Paso Museum of History, Secondary Sources Phyllis, A Mainz, Crinoline, Curriculum, and Cannons, "The Story of Radford School for Girls," El Paso County Historical Society, quarterly, Password, Vol. IX, No. 3, El Paso, TX. Internet articles about longtime administrator Lucinda de Leftwich Templin. Teaching Resources Lesson Plan Documenting Texas Women's History through Seventh Grade ______________________________________ Maria De Socorro RAMIREZ Secondary Sources Texas State Legislature 79R10237KO-D by Chavez, No. 875 Aguilar, Matthew, "Slain Woman Was Community Leader," El Paso Times, Nov. 7, 1996. p. 1B. _____________________ REVVA REYES, Dancer Primary Sources obit, Secondary Sources "Sudden death in crash closes career of dancer," El Paso Herald-Post, Jan 25, 1960. ___________________________________________ Guadalupe "Lupe" RIVERA, Retired Appellate Judge Primary Sources Brock, Peter, "Troche Loses Seat on Bench," El Paso Herald-Post, November 7, 1990. Teaching Resources El Paso Women's Coloring Book, Vol I available electronically from UTEP Library Special Collections ___________________________________________ Judy ROBINSON, philanthropist, El Paso Women's Hall of Fame Secondary Resources Wikipedia? YWCA profile, "Volunteer gives back to El Paso," El Paso Times, March 17, 2009, p. 1D. ______________________ Belen ROBLES, First Female LULAC President, first chief customs inspector in El Paso TX Belen Robles was the first woman to be elected as national president of the League of United Latin American Citizens (LULAC). Belen also worked in the Immigration and Naturalization Service and U.S. Customs. She served on board of El Paso Community College after retirement. Primary Sources Interview no. 222 ScholarWorks@UTEP Library, Letter from Belen Robles to John L. Herrera, UTEP Library Special Collections has her photos. Secondary Sources WIKIPEDIA El Paso County Historical Society Women Who Forged El Paso (Draft) Digital Wall El Paso Museum of History Virginia Turner, "Clerk becomes first female chief customs inspector," El Paso-Herald Post, Aug. 1, 1990. Teaching Resources El Paso Women's History Coloring Book Vol. 2 p. 30 available electronically from UTEP Library Special Collections ___________________________________________ Colonel Maria Louise ROGERS, Surgical and Combat Nurse ____________________________________ Peggy ROSSON, State Senator Primary Resources Google Maps: Location Secondary Resources "Bitter El Paso Race," Dallas Morning News, Feb 25,1990. Gary Scharrer," Rosson to depart Texas Senate in '96," El Paso Times, AUG 22.1995, p. 1A. "Hobby Favors El Pasoan," El Paso Times, Feb 11, 1983. Ron Duser, "Awaiting Her Turn," El Paso Times, Aug, 7,1986. "Rosson Best for Senate," editorial, El Paso Times, Feb 25 1990, p. 2G. Gary Sharrer, "Tati Chides Rosson... ," El Paso Times, Feb. 22 1990. "Rosson Makes History," El Paso Times, Nov. 2,1990, p. 1A & 6A. David Crowder, "Tati's Accusations are Lies," El Paso Times, Feb, 7 1990. Brock, Peter, "Rosson's Long Haul to Senate," El Paso Herald-Post, Nov. 7, 1990 David Sheppard, Newly Elected El Pasoans..,"El Paso Times, Nov. 12, 1990. Gary Scharrer, "Rosson Rips in Senate Speech," El Paso Times, May 29, 1993. Gary Scharrer, "Rosson to Depart," El Paso Times, Aug. 22.1995: 1A. Teaching Resources El Paso Women's History Coloring Book Vol. 1 available on line from Scholarswork UTEP Library "S" Helen SANTAMARIA S.L., Mary A. SARBER, Louise SCHUSSLER, Eugenia SCHUSTER, Maxine L. SILVA, Mary Irene STAnton, Kathy STAUDT Ph.D. etc. Sister Helen Santamaria SL (1943-?) Born Ap 18,1943 Sister Helen was educated at St. Joseph's Elementary and graduated as saludatorian at Loretto Academy in El Paso, TX. She chose life as a nun despite her father's resistence. At Motherhouse in Nerinx, Kentucky she was impacted by author Thomas Merton and activist priest Daniel Barrigan. She taught Spanish and rose to school leadership role in St. Louis, Mo. during Civil Rights Movement. Helen returned to El Paso, TX to serve as president of Loretto Academy, then vice chancellor of the diocese of El Paso,TX. She and Sr. Mary Margaret established Villa Maria, a shelter for single homeless women in Segundo Barrio. She has been recognized as a Woman of Impact by El Paso Inc. the business weekly in our city. Primary Sources Oral History Interview UTEP archives, Scholarswork Interview 1674 Secondary Sources Digie has photos of her Loretto Community publications on line ________________________ Mary A. SARBER, Librarian Primary Sources UTEP Library Archives has her postcard collection of women. Secondary Sources Mary A. Sarber, "A Century of Growth: The El Paso Public Library 1894-1994," Password, El Paso County Historical Society, Vol. 39, No. 1, El Paso, TX, Spring 1994, p 5. El Paso County Historical Society Women Who Forged El Paso (Draft) Photographs from the Border, El Paso, Published by El Paso Public Library Assn. ___________________________________________ Louise SCHUESSLER Organizing chairperson of El Paso County Historical Society Wikipedia? El Paso County Historical Society Women Who Forged El Paso (Draft) ___________________________________________ Eugenia Manayi SCHUSTER, Clubwoman, Founded Pan-American Round Table in her home in El Paso, TX, Nov 26,1921. Primary Sources See local newspapers like El Paso Daily Herald, El Paso Daily Times 1906-1960 Secondary Sources Mary S. Cunningham,The Woman's Club of El Paso, Texas Western Press, El Paso, TX, 1978, p. 77-88. El Paso County Historical Society Women Who Forged El Paso (Draft) Teaching Resources ___________________________________________ Maxine L. SILVA, education advocate, EPISD school board member, El Paso County Historical Society Women Who Forged El Paso (Draft) ___________________________________________________ Elsie Mc Elroy SLATER Primary Sources Elsie McElroy Slater papers Scholarswork at UTEP Library MS 272 UTEP Centennial Museum exhibit Secondary Sources Grace and Gumption, the Women of El Paso edited by Marcia Hatfield Daudistel, p. 174-177. Teaching Resources ________________________________ Felipa SOLIS, Arts Advocate, El Paso Women's Hall of Fame Secondary Sources Adriana Gomez Leon, "Spanish Music-a dancer's daily bread," UTEP Prospector, Feb 28, 2008, p. 4. Daniel Borunda and Michael D. Hernandez, Crash kills lawyer," El Paso Times, July 6, 2009, p. 1A & 4A. "Felipa Solis on the healing power of music," elpasoinc.com, March 18-24, 2018, p.38. ___________________ Mary Irene STANTON, Founder Public Library Secondary Sources Wikipedia Stanton Elementary School at 5414 Hondo Pass is named for her, as is a major north south street through downtown El Paso, TX. ___________________________________________ Kathleen STAUDT, professor, researcher, & writer about Borderlands politics Kathleen Staudt is a professor emerita of UTEP. She is a former Peace Corp Volunteer. Kathleen is an expert on the borderland, and taught classes at UTEP on policy, politics, and more. She is a writer and editor in El Paso, TX. Primary Sources UTEP Library Special Collections MS388 Interview No. 330, UTEP Oral History Institute Secondary Sources Elida Perez, "Professor invited to Japan," Prospector, Aug 23, 2006. Jasmine Aguilera, "Political Science Professor receives Border Heroes Award," UTEP Prospector, Nov. 22, 2011, p. 6. Diana Washington Valdez, "Women's History Month Conference to feature UTEP's Staudt," El Paso Times, March 6, 2016, p. 1B. 100 Years of Women at UTEP, Texas Western Press, p. 81 Teaching Resources El Paso Women's History Coloring Book Vol. 2, p. 31 available through UTEP Library Special Collections ____________ Maud Durlin SULLIVAN, librarian Primary Sources Maud Durlin Sullivan manuscript collection ScholarsWork UTEP Library MS 423 Secondary Sources Louise Maxon Rea, El Paso's Pioneer Women, " Maude Sullivan sparked...." El Paso Times, 1978. (Link through TexShare) Mary A. Sarber, "A Century of Growth: The El Paso Public Library 1894-1994," Password, El Paso County Historical Society,Vol. 39, No. 1, El Paso, Texas, Spring, 1994, p. 7-8. Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 18. El Paso County Historical Society Women Who Forged El Paso (Draft) "T" Yolanda TARANGO, Lucinda de Leftwich TEMPLIN Ph.D. TIGUA WOMEN, Estella Portillo TRAMBLEY, Virginia Storm TURNER, Yolanda TARANGO Secondary Sources "Lower Valley Mainstay Brings YWCA to Her Community," El Paso Times, Aug 2009, p. 10A &10F. ____________________________________________ Lucinda de Leftwich TEMPLIN and Radford School (see Radford School in section 19) Primary Sources Alex Hinojosa, "Radford at 100," El Paso Times, Sept 6, 2010, p. 3B. Louise Maxon Rea,"Pioneer El Paso Women", "Radford Principal educated..." El Paso Times, July 6, 1978, p. 1C. Secondary Sources Women Who Forged El Paso (Draft) El Paso County Historical Society _____________________________________ TIGUA Women Secondary Sources Danielle J. De Frank, " Tiguas struggle to preserve heritage and tradition," Prospector, Ap 10, 1994, p. 7. ___________________________________________ Estella Portillo Trambley was a Chicana writer. Estella wrote poetry, short stories, novels, and plays. She was the first Chicana to publish her own book of short stories, and her work is about social criticism and feminism. She taught in El Paso,TX. Primary Sources Estela Portillo Trambley Papers Molinar, Victoria G. "Who Was Estela Portillo Trambley?" (March 5, 2018) El Paso Inc. "Chicano theatre plans Isabel...," El Paso Herald-Post, May 20, 1977, p. 48. "Styles of Hispanic Playwrights..." Los Angeles Times. July 9, 1987 (second page) Secondary Sources Wikipedia Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 82-84 Teaching Resources El Paso Women's History Coloring Book Vol. 1 available through UTEP Library Special Collections __________________________________ Virginia Storm TURNER, first woman city editor in Scripps-Howard newspaper chain. Primary Sources Secondary Sources Marcia Hatfield Daudistel editor, Grace and Gumption, the Women of El Paso, TCU Press, Virginia Turner, " Sunset Grocery" Yesterday, El Paso Herald-Post, Oct 26, 1978. Article on Nurse Midwifery in El Paso, "One of Six," El Paso Herald-Post, Sept 26, 1978. Virginia Turner, "Joe Sierra, Tigua Tribal Governor," El Paso Herald-Post, Feb 7, 1978. Virginia Turner, "Sisters Centennial," El Paso Herald-Post, July 14, 1978. Virginia Turner, "Get the Hens Out," El Paso Herald-Post, July 10, 1978. "U" Luz ULRICKSON, Teresa URREA, Luz ULRICKSON, Cathedral High Math Teacher Primary Sources obit El Paso Times, 6.22.2022 p. 4 A Secondary Sources photos on digital wall El Paso Museum of History __________________ Teresita URREA Primary Sources El Paso International Daily Times, 1895 (Available through TexShare) Secondary Sources Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 38-42, p.165-168. "V" Diana Washington VALDEZ, Arlene VALLES, Dorris VAN Doren, CAROL VIESCAS, Cora VIESCAS etc. Diana Washington VALDEZ, Journalist of Borderlands Diana Washington Valez is an native of El Paso, TX. She became an award winning journalist. Her work on reporting the missing and murdered women of Juarez mobilized many. Primary Sources Listen to interview from KTEP, Listen to interview on NPR 2003, Books written by her: - The Killing Fields (2006) - Harvest of Women (2006) Secondary Sources Articles by her in El Paso Times Diana Washington Valdez, "Six defendants deny allegations of human traffiking, El Paso Times, Ap 18, 2015. Diana Washington Valdez, "Running in Mexico's midterm election meant risking your life," El Paso Times, Sunday June 3, 2021: 9A. Teaching Resources Lesson Plan Diana_Washington_Valdez_PP_Perla1.pptx El Paso Women's History Coloring Book Vol. 2, p. 33. ____________ Arlene VALLES, YWCA profile, "Disability didn't keep supporter from giving," El Paso Times, May 24, 2009, p. 1F & 11F. _________________ DORRIS VAN DOREN, teacher, Westside LIBRARY Advocate Primary Resources Secondary Resources ________ Monica Vargas-Mahar __________________ CAROL VIESCAS journalist, educator, actress, Primary Resources Digital Wall El Paso Museum of History Secondary Resources, Teaching Resources ____________________________________________________________________ CORA Branson VIESCAS, El Paso Women's Hall of Fame Primary Sources Viescas helped El Paso Women as volunteer and in career," El Paso Times, June 28, 2009 p. 12A & 12F. _____ "W" Leona Ford WASHINGTON, Jenna WELCH, Mabel Clair WELCH, Thelma WHITE, Bernice L. WIGGINS, Maud E. Craig Sampson WILLIAMS, Bernice Love WIGGINS, Florence J. WOLFE "Lady Flo", Janice WINDLE, Maude E. Craig Sampson WILLIAMS Leona Ford WASHINGTON, Teacher, Civic leader Leona Ford Washington (1928-2007) was an African American community activist and educator. She taught for around 39 years and wrote the song, "The City of El Paso." She also owned a newspaper that covered the Black community in El Paso, The Good Neighbor. A street in east El Paso TX is named for her. Primary Sources UTEP Library Special Collections PHO 38 Secondary Resources Wikipedia, El Paso Times and El Paso Herald-Post Wheresoever My People Chance to Dwell: Oral Histories, Black Classic Press. Teaching Resources El Paso Women's History Coloring Book Vol. 2, p. 34 ____________ Jenna WELCH Regional Library Secondary Sources Rachel Murphee, "Jesse Hawkins and Jenna Welch: Love, Loss and Laughter," El Paso Community College Borderlands, 2012-2013, Vol. 30, p. 9-11. _____________ MABEL Clair Vandenburg WELCH, Architect, Entrepreneur, Home builder Primary, Pictures on Digital Wall El Paso Museum of History UTEP Library Archives Secondary Grace and Gumption, the Women of El Paso, edited by Marcia Hatfield Daudistel, p. 63-66. Teacher Resources _________________________________________ Thelma Joyce WHITE Primary Sources, Secondary Sources, Texas State Historical Association Teaching Resourses ____________________ BERNICE Love WIGGINS, Poet Bernice Love Wiggins (1897-1936) was an African American poet who wrote during the Harlem Renaissance. She was a student at the segregated Douglass High see section above. Wiggins was raised by her aunt in El Paso and later moved to Los Angeles in the 1920s. Her poetry covered civil rights issues and women's rights issues. El Paso Women's History Coloring Book Vol. 2, p. 35 available electronically from UTEP Library Special Collections __________________________________________ Maud E. Craig Sampson WILLIAMS Teacher, suffragist, civil rights activist, NAACP Board member Maud Evangeline Craig Sampson Williams (1880-1958) was a civil rights activist, educator, and suffragist. As a suffragist, Maude worked with both white and Black women in El Paso. Maude founded the Parent's Organization at Douglass School. She also was one of the founders of El Paso's Phyllis Wheatley Club. Maude was elected to the NAACP board in El Paso and challenged segregation in UTEP. Primary Sources Secondary Resources Wikipedia page, Handbook of Texas, Black Past Online exhibit " The Rights to a Voice in the Affairs of Their Own Govermnemt," UTEP Special Collections Feb 10, 2020 Password of El Paso County Historical Society published article by Janine Young, "Alive to the Priviledge of the Franchise:" African American Suffragists in El Paso 1915-1920, Password, Volume 64, No. 2, El Paso, Texas, Summer 2020 p.66-81. Wheresoever My People Chance to Dwell: Oral Histories, Black Classic Press 2000 ___________________________________________ Joyce Wilson, First City Manager of City of El Paso, TX Member El Paso Women's Hall of Fame? Primary Sources Reach Awards, El Paso Times, Nov 7, 2007, p. 1A. ______________________ Janice Woods WINDLE-Author, Founder El Paso Community Foundation, Primary Sources Secondary Sources Teaching Sources ___________________________________________ Florida J. WOLFE, Cattle Rancher, Philanthropist Primary Sources Secondary Sources Black Past Teaching resources "Y" Tracy YELLEN, YWCA, etc. Tracy YELLEN, Member El Paso Commission for Women Hall of Fame Primary Sources "YWCA leader finds niche as grant writer," El Paso Times, May 27, 2009. Mike Mrkvicka, "YWCA, loan projects," El Paso Times, Feb 27, 2000. Secondary Sources Women of Impact, El Paso INC, Mar 20, 2015. Tracy Yellen Appointed to Dallas Fed's El Paso Brach Board 2019 ______________________________________________________ YWCA See also Myrna Deckert above. Secondary Sources Daudistel, Marcia Hatfield, ed. Grace and Gumption: The Women of El Paso. (2011) Fort Worth, Texas: TCU Press. 9780875654300. p. 20-23 Interview with Dr. Sylvia Acosta CEO YWCA El Paso, Citybeat.us March-April 2017. "Z " Judy ZARATE, Fanny Hutman ZLABOVSKY, Ruth Schwartz ZORK etc. Judy Zarate, Civic Leader Member of Laguna Pueblo, Leader in El Paso Women's Political Caucus Primary Sources Secondary Sources "She Was Always there", El Paso County Historial Society, Teaching Resuorces ___________ Fanny Hutman ZLABOVSKY, Jewish Humanitarian Fanny Hutman Zlabovsky 1877-1969) was born in Kiev. She was sent temporarily to an orphamage in New Orleans for 3 years. She learned book keeping at the orphanage. She was reunited with her mother and siblings in San Antonio, TX. She ultimately moved to El Paso, Texas after marrying Frank Zlabovsky in 1902. Fanny had her spouse were instrumental in the founding a local Jewish congregation. She and her family lived in the historic Magoffin neighborhood in a two storied home (now demolished) at the corner of Tays and Olive St. That home is very close to the downtown bridge into Juarez, Mexico. The site is included on the walking tour of the neighborhood. Fanny Zlabovsky worked for the National Council of Jewish Women (NCJW) in El Paso, TX . She helped immigrants escape the Nazis by entering the US from Mexico. She is buried in the green well tended Jewish section of Concordia Cemetery in El Paso, TX. Primary Sources Fanny Zlabovsky-National Council of Jewish Women case files MS508 UTEP Library Special Collections Secondary Sources Teaching Resources El Paso Women's History Coloring Book Vol 2, p. 36 See National Geographic Kids Miep Gies __________________________________________________ Ruth Schwartz ZORK Rabbi Floyd Fierman did interview in 1982. Photo of wedding on Digital Wall El Paso Museum of History Beneficiary of Popular Dry Goods and Zork Hardware AA set of postcards created for 2022 Women's History Month, Women Providing Health, Promoting Hope Women's History Month 2022 postcards featuring images in the public domain or released under Creative Commons 4.0 SA. AB set of postcards created for 2023 Women's History Month, Celebrating Women Who Tell Our Stories	oercommons	2025-03-18T00:37:45.564146	09/06/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85645/overview", "title": "Women's history month A to Z: El Paso, TX", "author": "Sue Barnum" }
https://oercommons.org/courseware/lesson/75292/overview	Education Standards Black Freedom Struggle in the United States: A Selection of Primary Sources Court Brief Worksheet C-SPAN Landmark Cases How a Case Gets to the US Supreme Court (Video) IRAC Worksheet Landmark Supreme Court Cases Landmark Supreme Court Cases (American Bar) Lesson Reflection Worksheet Library of Congress National Archives POWER Library Rubric for Student Reflection Your Day in Court Worksheet Landmark Supreme Court Cases Overview Students will learn the process a case goes through to get to the Supreme Court and why some cases are determined to be landmark cases. Students will research various landmark cases in history and examine why the case was important and how it relates to the Constitution or one of the Amendments. The students will then select one of the landmark cases and act it out in class. Students who portray the judges will use their own opinions to determine the case and then the group will discuss if the decision is the same as the original case or if it was different and what significance today's world played in that decision. Lesson Objectives Students will know / be able to... - Identify historical and case facts for various landmark cases. - Identify the main arguments put forth in various court cases. - Discuss the immediate and long-term outcomes of each court decision. Extended / Additional Activity: - Introduce students to what an IRAC is in law and explain that it is a method that is used to compose certain legal documents and reports. You can have the students write about their court case using this method. The IRAC method is: - I = Issue (Examine what the case is about) - R = Rule (Determine what rules are implicated by the facts and issues) - A = Analysis (Examine past cases and current facts) - C = Conclusion (Determine what the ruling is) - If you are planning on using the external / additional activity, an IRAC worksheet is included in the Resource Library Warm Up / Introduction Instructor Notes: - To introduce this lesson, have the students watch a video How a Case Gets to the US Supreme Court. - After the video discuss with the students what the rule of 4 is and the purpose of the petition of a writ of certiorari. - Discuss with your students that landmark cases are court cases that have historical and legal significance. Most of these cases also have a lasting effect on your individual rights and liberties. - Discuss with your students that precedent provides an example for judges deciding similar issues at a later date. Any decision announced by a higher court must be followed in later cases. - Discuss with your students some of the more notable landmark court cases. You can use the attached 25 Landmark Court Cases (PDF). Directions: \| Research / Explore Activity Instructor Notes: - Provide each student or group of students a landmark case to research. - Students should research the following: - The facts of the case. - The path the case took to get to the Supreme Court. - The arguments of both the plaintiff and defendant. - The date of the court case along with the majority vote, decision, and opinions. - Why the case was important and if it related to the Constitution or any of its Amendment. - Students will use the Case Brief Worksheet and the Day in Court Worksheet to record their findings. POWER Library eResources that can be used for this project: - POWER Library Gale Academic OneFile - POWER Library Academic Search Main Edition - POWER Library E-Books (EBSCO) - POWER Library Gale Topic Collections - Gale OneFile Criminal Justice - Gale OneFile U.S. History - POWER Library Gale E-Books - POWER Library Gale General OneFile - POWER Library Gale OneFile High School - POWER Library Gale In Context Middle School - POWER Library Gale OneFile News Directions: \| Reinforcement / Creation Activity Instructor Notes: - As a group, select one of the cases to perform in class. The students who researched this case will teach the rest of the class the basics of the case. The students should not reveal the ruling of the case at this time. - Once the class has been provided the basics, select 9 students to be the "Justices" of the court with the remaining students being divided equally into two teams. The teams will be playing the roles of the petitioner and the respondent. - The "Justices" will discuss and prepare questions they need answered to reach a decision. They will also assign one person to play the role of the Chief Justice. If appropriate, the justices can use the IRAC Worksheet to record their information. - The "Petitioner" and "Respondents" should prepare their arguments for its side. Each side should consider only the facts and not the accuracy of the facts. They can use the Court Brief Worksheet they were provided as a reference for this activity. They should also discuss what questions they might be asked from the "Justices" - Setup the classroom to represent a courtroom with the "Justices" at the front of the room and the attorneys on opposite sides. - "Attorneys" will present the arguments for their side and allow time for rebuttals from the other side. "Justices" can ask questions throughout this process. - Once all arguments and rebuttals are heard, the "Justices" will deliberate on a decision. Each "justice" will develop their own opinion on the case and prepare a statement as to why they decided that way. - The Chief Justice will do a role call and ask each justice how they decided. Each judge will also provide their statement and explanation as to why they made that decision. After you hear their decisions and statements, tally the votes to see which side won with the majority. - Compare the class results with the actual case to see if you arrived at the same decision. - Continue to discuss the case as a group and if the outcome of this case changed our lives in any way. Directions: \| Reflection Instructor Reflection: - Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson. Directions: \| TEST SECTION Now is the time for all good men to come to the aid of their country.	oercommons	2025-03-18T00:37:45.616466	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75292/overview", "title": "Landmark Supreme Court Cases", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/122279/overview	Foundational Literacy LS.6.1: a_e, i_e, o_e Overview Objective: Introduce graphemes a_e, i_e, o_e. Practice reading sound-out words using these sounds. Introduce and practice relevant sight words. Can-do: At the end of the lesson, students can read sound-out words using the graphemes a_e, i_e, o_e. At the end of the lesson, students can read a selection of sight words. To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!Objective: Introduce graphemes a_e, i_e, o_e. Practice reading sound-out words using these sounds. Introduce and practice relevant sight words. Can-do: At the end of the lesson, students can read sound-out words using the graphemes a_e, i_e, o_e. At the end of the lesson, students can read a selection of sight words. To access 150+ free ESL lesson plans like this, sign up for a free Off2Class account: https://app.off2class.com/auth/register!	oercommons	2025-03-18T00:37:45.634109	11/29/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122279/overview", "title": "Foundational Literacy LS.6.1: a_e, i_e, o_e", "author": "Christine Chan" }
https://oercommons.org/courseware/lesson/80178/overview	Guided Notes Fashion Design: Design Details Overview Students will learn about the design details of clothing. This Lesson includes a google slide presentation and guided notes. An understanding of design details will help give students a foundation as they begin to sketch fashion illustrations throughout the course. This lesson was written in accordance with Utah State Standards for Fashion Design Studio (Standard 1 Objective 2b). Design Details Lesson This lesson includes 2 resources (a google slide presentation and student-guided notes). There is also an assignment example based on Fashion Design Details. This lesson was written in accordance with Utah State Standards for Fashion Design Studio (Standard 1 Objective 2b). Design Details Content Design Details Presentation - Watch the following video of your teacher explaining Design Details. Be sure to use the guided notes as you watch the presentation. - You also have the option of viewing the Design Details Presentation at your own pace without a teacher's explanation of the content. Design Details Guided Notes Use these notes as you watch The Design Details presentation. When the file opens, select "make a copy" and title it "Last name Design Details Notes" While these notes are completely optional, they will aid you in your quiz and the Final Exam at the end of the quarter. Design Details Assignment Design Details Sketch Learning Objective: Students will explore the fundamentals of Fashion by identifying design details in their sketches For this assignment, you will create 2 sketches that include 6 design details that we discussed this week. Choosing 3 details for each sketch is preferable. Refer to the Design Details presentation, your design templates from your kit, and your guided notes to get inspiration and ideas. You must follow these rules: - Sketches must be labeled with the design details that they include. (ex. Sketch #1: Peter pan color, A-line Skirt, Set-in Sleeve). See the video below for examples of what I am looking for. - The sketches must be completed on tracing paper provided in your kit - The sketches must be colored using the colored pencils provided in your kit. No crayon or marker allowed. - Remember that you are a beginner and your sketches won't be perfect. Just try your best! Watch this video to see an example of what I expect to see in your sketches this week: CLICK HERE to see the example portfolio if needed To turn in this assignment: - Take a picture of your finished sketches using the built-in camera on your computer or you may also use a cell phone/camera and load your picture to your computer. - Insert your pictures into your Google Site under the "Sketches" Page. - Create a label for your picture that says "Design Details Sketches" - Click Publish in the upper right-hand corner of your Google Site. Remember, you must re-publish each time you edit your site. - Click on the Paperclip copy icon in the upper right-hand corner - Click Copy link - To submit your assignment, return to this page and click Add Submission - Paste the link to your Google Site into the Online Text box (ctrl+v) - Click Save Changes	oercommons	2025-03-18T00:37:45.657201	05/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80178/overview", "title": "Fashion Design: Design Details", "author": "Shanna Haws" }
https://oercommons.org/courseware/lesson/109720/overview	Phonological Awareness Overview This OER would be used to help increase phonological awareness for tier 3 readers. This OER has resources for spelling tests, quizzes, and teaching strategies to help early learners. Goal is to help with Word, Syllable, Rhyme, Alliteration, First Sound, and Phonemic Awareness in all students to increase reading levels. Phonological Awareness for Tier 3 Readers This OER was created to help tier 3 readers strengthen their phonetic awareness through practice assessments, spelling assignments, and photo or visual examples of words they are putting together. With this, students will be able to process letter sounds to help decode words and increase independent reading skills quicker and more efficently.	oercommons	2025-03-18T00:37:45.669969	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109720/overview", "title": "Phonological Awareness", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/120581/overview	A Vision for Unity Overview Students analyze the foundational events and documents that have shaped the collective U.S. identity. They consider how the lack of representation in historical narratives about early America have influenced the extent to which different groups of people are seen, protected, and represented in U.S. government and society. By the end of the unit, students apply skills related to primary source analysis and discourse to consider the question: How can expanding our perception of American identity create a more just society? Students share their visions for America through a collaborative quilt that highlights their individual identities and their hopes for the collective identity of the nation. 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 for contributing their expertise, insights, and energy. Their collaboration was instrumental in the co-design of this project-based learning unit. Design Teachers and Schools: - Amanda Creasia - Brad Clay - Christine Pyle - Delaney Hanon - Diya Bailey - Heather Wren - Nathaniel Okamoto A special thank you to Amanda Christensen for her leadership and support throughout this project. The Educurious Team: Unit Development Team: - Writers: Janel Brown, Cody Pietro - Educurious Reviewer: Valeria Gamarra - Editors: Clare Lilliston, Rachel Parish Production Team: - Erik Robinson, Angela Rosenberg Project Managers: - Chris Carter, Valeria Gamarra Educurious Leadership: - Jane Chadsey, CEO Unit Poster Image Credits: - Poster created by Carlos Suarez-Murias License & Attribution Except where otherwise noted, A Vision for Unity 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. Please take care that adaptations do not introduce cultural bias. 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 A Vision for Unity, which was produced and published by Educurious and is licensed under CC BY-NC 4.0.” Unit at a Glance & Teacher's Edition Download Download full PDF Teacher's Edition Here Module 1 Overview: All Men Are Created Equal Module Overview Module 1: “All Men Are Created Equal” A Vision for Unity Unit Driving Question How can expanding our perception of American identity create a more just society? Module Driving Question How do our identities shape the way we experience the world around us? Module Overview In this module, students unpack identity and how it shapes the world around us. They work to understand how celebrating and respecting individual identities leads to a stronger collective identity and a more just society. In Lesson 1.1, students reflect on their personal identities and work with their peers to define American identity. In Lesson 1.2, students explore how collective identities often exclude some groups of people from representation. In Lesson 1.3, students unpack intersectionality and how having specific identities can influence a person’s place in the social hierarchy and their overall lived experience. By the end of this module, students will have an understanding of how the U.S. collective identity does not represent all of the people who live in U.S. society. They will have begun to reflect on how we might rethink our collective identity so that it is more inclusive. In Module 2, they will dig deeper into the Declaration of Independence as a founding document to understand its part in shaping the U.S. identity. \| Lesson 1.1: Personal Identity (60 minutes) \| \| Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success Criteria By the end of the lesson, students will be able to: \| In this lesson, students define identity and reflect on the layers of their individual identities. They work with a group to craft a poster that illustrates their perception of American identity. Then, they participate in a discussion of identity. Finally, they learn about the unit goals and discuss their thoughts and questions. \| \| Lesson 1.2: Collective Identity (60 minutes) \| \| Key Standards for Success Criteria D2.His.4.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success Criteria By the end of the lesson, students will be able to: \| In this lesson, students work to define collective identity and trace the history of the characteristics they associate with American identity. Then, they discuss their views on the American, or U.S., identity and their place within it. Finally, they hear from others about what they think it means to be American. \| \| Lesson 1.3: Intersectionality (60 minutes) \| \| Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success Criteria By the end of the lesson, students will be able to: \| In this lesson, students learn about social hierarchies and discuss the factors that have influenced the social hierarchies that exist in the United States. They brainstorm questions that might help us understand the events in U.S. history that have shaped these social hierarchies. Then, they define intersectionality through an exploration of the wage gap and how it affects different groups of people in the United States. Finally, students participate in a whole-class discussion about how intersectionality can help us understand the ways that people experience the world around them and how we might create change. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.1: Personal Identity Teacher Guide Lesson 1.1: Personal Identity A Vision for Unity Unit Driving Question: How can expanding our perception of American identity create a more just society? Module Driving Question: How does our identity shape the way we experience the world around us? Learning Targets I can: Purpose In this lesson, you will define identity and reflect on the layers of your individual identity. You will work with a group to craft a poster that illustrates your perception of American identity. Then, you will participate in a discussion about identity. Finally, you will learn about our unit goals and discuss your thoughts and questions. Lesson Steps Explore More \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.1.9-12: Evaluate how historical contexts shaped and continue to shape people’s perspectives. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students define identity and reflect on the layers of their individual identities. They work with a group to craft a poster that illustrates their perception of American identity. Then, they participate in a discussion of identity. Finally, they learn about the unit goals and discuss their thoughts and questions. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Unpack identity \| (15 min) \| Purpose: Students unpack the characteristics and layers of a person’s identity. Then, they reflect on the layers of their own identities. You might say: Throughout our time together this school year, we are going to be exploring the many different stories, events, and societal shifts that make up the larger story of U.S. history. We will learn about the many different groups of people that have shaped the identity and trajectory of this country. In doing so, we hope to think about how we might create a future for the country that is truly equitable for all its inhabitants. To think about these big ideas, we need to start by thinking about the individual identities that make up our society: all of our unique, complex, and beautiful individual identities. Let’s start by thinking about the many different characteristics that make up identity. [Slides 2–4] Define identity. - [Slide 2] Read the definitions on the slide and clarify any unknown vocabulary in the definitions. - social identity: identity characteristics that affect how others interact with you and you interact with others; these can include race, gender, age, and other characteristics - personal identity: identity characteristics you would give yourself; these can include traits, behaviors, beliefs, values, and other characteristics that make you who you are - Ask: Why might a person’s social identity be different than their personal identity? - Possible response: Social identity is shared with other people—It’s based on group-level characteristics. Personal identity is more specific and is unique to each individual. - [Slide 3] Read the definitions on the slide and clarify any unknown vocabulary in the definitions. - visible identity characteristics: identity characteristics that are readily seen by others - invisible identity characteristics: identity characteristics are not readily seen by others - Ask: How might visible identity characteristics impact the lived experience of a person more than their invisible identity characteristics do? - Possible response: Most people won’t see your invisible identity characteristics—They’ll only know those things if they really get to know you. So they base the way they interact with you on your visible characteristics alone. - [Slide 4] Facilitate reflection on identity. - Ask: Given our understanding of all of the different characteristics that make up a person’s identity, how is identity like an iceberg? - Possible response: There’s a part of the iceberg that is visible, above the water, and a bigger part that’s invisible, beneath the water, just like our identity characteristics on and below the surface. - Ask: Given our understanding of all of the different characteristics that make up a person’s identity, how is identity like an iceberg? - [Slide 5] Display the identity iceberg diagram. - Talking points: - The expression “this is just the tip of the iceberg” comes from the idea that the majority of an iceberg’s mass lies below the surface of the water so that the part of the iceberg that we do see is only a small part of its actual size. - Similarly, our identity is layered. There are parts of our identity that are visible to others immediately, there are parts of our identity that are just below the surface, and there are parts of our identity that are deeper, and even more difficult for others to see. - Talking points: [Slide 6] Provide instructions for individual reflection. - Distribute the Personal Identity Iceberg handout. - Invite students to draw an iceberg and create a visual representation of the layers of their identity by listing the characteristics of their identity on the iceberg. - Let students know that they will not have to share their personal identity iceberg reflections with anyone but that it will help them during discussion, later in the lesson. \| Step 2: Unpack American identity \| (40 min) \| Purpose: Students work in small groups to create an American identity iceberg poster using the iceberg framework. Then, they learn the discussion skill “elaborate & clarify” and participate in a whole-class discussion. You might say: You all have crafted a personal identity iceberg that contains your visible and invisible characteristics. Now, we are going to consider the concept of an American identity. In this activity, you will consider what visible and invisible characteristics make up an American. We might not all have the same perception of what characteristics an American has, so we will have the chance to discuss the similarities and differences between our perceptions, as well as similarities and differences between our personal identities and our perception of the American identity. [Slide 7] Facilitate the American identity iceberg poster activity. - Read the directions on the slide. - With your group, discuss American identity. How would you define it? What characteristics does an American have? Consider both visible identity characteristics—the explicit elements of American identity—and invisible identity characteristics—the implicit elements of American identity. - As a group, draw an iceberg on your group’s chart paper and add the visible and invisible American identity characteristics to the correct parts of the iceberg. - Place students into small groups and distribute materials. - Provide students time to discuss and create their American identity icebergs. [Slide 8] Facilitate a Gallery Walk with a sticky note discussion. - Invite students to tape their group’s American identity iceberg posters to the walls. - Read the directions on the slide: - Rotate around the room to view the posters. - Add sticky notes to other groups’ posters. You can respond to their posters with agreement, disagreement, or a question. You may also respond to sticky notes that have already been added to the posters. - Provide students time to rotate and add sticky notes to the posters. [Slides 9–11] Introduce the “elaborate & clarify” discussion skill. - [Slide 9] Frame the skill. - Make clear, backed-up arguments. - Communicate our opinions clearly and effectively inside and outside of class. - [Slide 10] Introduce skill vocabulary. - elaborate: provide more or extra or new information about the idea you are discussing - Talking point: If you are asked to elaborate in a discussion, it means that you need to provide more evidence or extra reasoning to back up what you have already said. - clarify: go back to what you have already said and make it clearer - Talking point: If you are asked to clarify something, it’s because your audience doesn’t really understand why you said something and wants you to explain it a little bit better. You are not adding new information. You’re going back and making your statements clearer. - Provide examples. - Talking points: In a discussion about whether video games are good for society, I say: “Video games make society smarter. The scientists have talked about helping students multitask.” - Someone might ask me, “Can you clarify what you mean when you say scientists have talked about multitasking?” - I would then go back to my argument and say, “Yes, what I meant was that scientists have done research that proves that video games help students learn how to multitask, which makes them better students.” - In this example, I have made my original statement clearer. - Someone might also ask me, “Can you elaborate on why you say that video games make people smarter?” - I would then have to look for more evidence to prove my point. I might say something like “Yes, so scientists found that students who play an average of 30 minutes of video games a day are more likely to be stronger math students. This proves that video games make society smarter.” This is made-up information, by the way, but it shows how I would have to use more information to back up my argument. - Talking points: In a discussion about whether video games are good for society, I say: “Video games make society smarter. The scientists have talked about helping students multitask.” - elaborate: provide more or extra or new information about the idea you are discussing - [Slide 11] Introduce the discourse skill “elaborate & clarify.” - Talking points: - Since we are just learning this skill, I will be the one asking you all to elaborate or clarify. - As we discuss I will have some sentence starters you can use if you are asked to elaborate and clarify (pull from skill chart above) in case you get stuck. - Eventually, we’ll get so good at making clear and evidence-based arguments that we won’t be asked to elaborate or clarify. - Prompting skill: - Can you elaborate on…? - What do you mean by…? - Can you tell me more about what you mean by…? - What makes you think that? - How does that connect to…? - I am a little confused about the part ____. Can you unpack that for me a little more? - Can you be more specific? What do you mean by…? - Responding: - I think it means that… - In other words…. - It is similar to when… - I meant that… - It connects to what we learned about… - An example of this is… - Another way to think about this is… - Talking points: [Slide 12] Facilitate discussion. - Ask: - According to this class, what characteristics does an American have? - How do the identities of the people in this classroom match up with this class’s perception of American identity? - Remind students to use evidence from the posters and the sticky note discussion to back up their responses. - Throughout the discussion, prompt students to elaborate & clarify using the prompting skill sentence starters. You can also encourage students to prompt each other. [Slide 13] Reflect on the discussion. - Invite students to reflect on the discussion using the prompts on the slide. - One specific thing I did well while practicing this skill is… - One specific thing the class did well while practicing this skill is… - One specific thing we could work on when it comes to this skill is… Teacher Tip: Introducing and Teaching Discussion Skills Throughout this unit and this course, students will be participating in several different discussions. To foster an environment that sees discourse as a key skill and works to improve those skills, we must: You can do this using several different discussion skills. There are many different ideas about the most important discussion skills students should practice in social studies classrooms, but throughout this course, we will be using the model found in Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. You can find an article by one of the authors of this book explaining the five core academic discussion skills here. You can substitute the “elaborate & clarify” skill with any discussion skill you want to use, but best practice recommends choosing one discussion skill to focus on throughout an entire unit to build capacity around that skill. You might not have students practice and reflect on the skill for every single moment of discussion, but the more you can reference a specific discussion skill, the more students will start to use it in all discussions. Some final best practices to consider are: \| \| Step 3: Learn about the unit \| (5 min) \| Purpose: Students learn about the focus and content of the unit, and the final product. You might say: This unit will serve as a foundation for our understanding of U.S. history, as well as for our historical thinking skills. In order to build that foundation, we will think about why we learn U.S. history and how we can take our learning and use it to understand and improve our present. [Slide 14] Introduce the unit poster. - Review the unit driving question, the module driving questions, and the final product. - Ask: - This module is called “All Men Are Created Equal,” which is a quote from the Declaration of Independence. We will read the Declaration in Module 2. What do you think this quote means? - Possible response: I think it means that everyone in the United States is supposed to be equal. - Based on this lesson and your prior knowledge and experience, do you think this quote is true? Why or why not? - Possible response: I don’t think it’s true. For one, it only includes men, so there are loads of people it doesn’t include as is. My identity iceberg also didn’t fit in with the American identity iceberg my group created, which suggests that some identities are given more importance and power than others. - Instruct students to ask their partners the following questions: - What is one question you have about this unit? It could be about the content or the final product. - What is one thing you’re excited about learning? - This module is called “All Men Are Created Equal,” which is a quote from the Declaration of Independence. We will read the Declaration in Module 2. What do you think this quote means? - Then, invite 3–4 students to share out their responses with the whole class. Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.2: Collective Identity Teacher Guide Lesson 1.2: Collective Identity A Vision for Unity Unit Driving Question:How can expanding our perception of American identity create a more just society? Module Driving Question:How do our identities shape the way we experience the world around us? Learning Targets I can: Purpose In this lesson, you will work to define collective identity and trace the history of the characteristics you associate with American identity. Then, you will discuss your views on the American, or U.S., identity and your place within it. Finally, you will hear from others about what they think it means to be American. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| \| Lesson Overview \| \| In this lesson, students work to define collective identity and trace the history of the characteristics they associate with American identity. Then, they discuss their views about the American, or U.S., identity and their place within it. Finally, they hear from others about what others think it means to be American. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Learn about collective identity \| (30 min) \| Purpose: Students build on their understanding of identity by unpacking the idea of collective identity. They return to their American identity iceberg posters and consider the historical events that impacted the characteristics they included. You might say: We have spent some time exploring the different elements and layers that make up our identities, and we created icebergs to represent our perceptions of the American identity. In this lesson, we will dive a little deeper into the concept of a collective, or group, identity, and how those group identities are constructed. [Slides 2–3] Define collective identity. - [Slide 2] Distribute the Collective Identity Notes Organizer handout. - Direct students to Part 1 of the handout. Read the directions. - Invite students to use the following definition of collective to individually brainstorm ideas about collective identities. - collective: several persons or things considered a group, or a whole; for our purposes, a collective is a group of people who share a common interest or work together to achieve a common objective. - [Slide 3] Display the following definition for collective identity. Direct students to take notes on the handout. - collective identity: the beliefs, values, and ideas that guide the actions of the group; collective identities develop over time and are influenced by historical events. - While there might be a lot of diversity in thought within a group, when we try to figure out the collective identity of a group, we might consider: - Who makes decisions for this group? Who has power? - How many different identities exist within the group? - What identities are most visible? - What does this collective celebrate? How do they celebrate? - What does this group of people value? How do you know? - Is this group known for something unique? If so, what? [Slide 4] Play the video “The History of the Mardi Gras Indians” [2:35]. - Invite students to consider the questions in the “Explore” section of Part 1 of the Collective Identity Notes Organizer handout as they watch the video. - Provide students a few minutes to answer the questions after the video plays. - Then, invite a few students to share their responses as a whole class. [Slides 5–6] Provide instructions for small group work. - [Slide 5] Place students back in their small groups from the American identity iceberg activity in Lesson 1.1. Return each group’s American identity iceberg poster. - Instruct students to add to their posters based on the questions associated with collective identity and the cultural identity iceberg. - Provide students time to add to their posters, then invite a few groups to share out. - [Slide 6] Ask students to add to their group posters by thinking about the historical events that might have led to the development of the elements that make up the collective American identity. You may wish to provide scrap paper or sticky notes for this section of the activity if student posters are filling up. - For example: If students included military strength as a characteristic of American identity, they might talk about the origins of the United States as a nation and the Revolutionary War, which led to those in charge placing value on military strength to defend their concept of freedom. If they included fast food, they might talk about capitalism as a driving force behind franchises such as McDonald’s, Burger King, and KFC. [Slide 7] Lead share-outs. - If time allows, you can set up a Gallery Walk of the revised American identity iceberg posters created by small groups and give groups time to rotate through all the posters, adding their thoughts and reflections to the posters with more sticky notes. - Otherwise, you can invite different groups to share their reflections on one of the characteristics they unpacked until you have heard from all of the groups. Then, lead a whole-class discussion. - Ask: How can studying U.S. history help us understand the American collective identity? - Possible response: When we study U.S. history, we are uncovering clues about the events that have shaped the American collective identity. This can help us understand the reasons why our society operates the way that it does today. Studying history helps us understand why groups of people do what they do, good or bad. In turn, this can help us figure out how to shift our society so that it is truly inclusive for all. \| Step 2: Discuss your personal views on American identity \| (15 min) \| Purpose: Students participate in an active-listening activity to hear from their peers about their peers’ own views of the American Identity. Then, they hear from others about what it means to be American and discuss what influences people’s views on whether they identify with the collective identity of the United States. You might say: We will now spend time thinking about the collective identity of our country. What does it mean to be American? We could say it simply means you live in the country we are in right now. But in reality, this is a collective identity that feels complicated to a lot of people. It has been shaped over time in ways that include some people and exclude others. When it comes to how we define the U.S. identity, and whether we see ourselves represented in it, it can be quite a personal answer. We’re going to spend some time discussing our views on this in a way that encourages us to listen to and learn from our peers. [Slides 8–9] Provide instructions for the active-listening activity. Use the guidance below. - Talking points: - Work with a partner to reflect on the questions: - Do you identify as American? Why or why not? - What does it mean to be American? - Who is included in the U.S. identity (as it exists today)? Who is left out? - One person speaks. The other listens and asks clarifying questions but does not share their thoughts or opinions until it is their turn. - Partner A will have 5 minutes to respond to any of the discussion questions. If there is a lull in their response, Partner B can ask one of the following questions. - When you said ____, what did you mean? - Can you elaborate on your statement about _______? - Can you give an example to support your statement about _______? - After 5 minutes, Partner B will have 5 minutes to respond to any of the discussion questions. If there is a lull in their response, Partner A can ask one of the above questions. - After both partners have spoken, each partner has 3 minutes to reflect on and discuss one statement their partner made that stuck with them during the activity. - Tell students you will keep time and let them know when it is time to switch. [Slide 10] (Optional) Lead a reflection on the active-listening activity. - Students discuss the extent to which the activity helped them listen to understand, rather than listen to respond, and how they can use this protocol. Ask: - How did it feel to not respond in the moment to what your partner said? - How does this activity help strengthen our listening skills? - What can we take from this activity to use in other parts of our lives? Teacher Tip: Navigating This Conversation With Undocumented Students When thinking about what it means to be American, many people might jump to the definition of someone who was born in the United States. As we know, there are many Americans who were not born in the United States and many who are undocumented. We are not defining the American identity through citizenship in this course. Through this conversation we hope that students will walk away understanding that although many people have a very narrow picture of what being American is, we must work together to expand that identity because the United States is a much more diverse and complex place. Here are some considerations if you are having this conversation with undocumented students: \| \| Step 3: Consider different perspectives on the American identity \| (15 min) \| Purpose: Students hear different perspectives on the American identity and consider whether they agree with these perceptions of who Americans are. You might say: Now that you have heard from one another about your perception of American collective identity, we are going to watch a couple of videos that display the perceptions of other people about the American collective identity. We will think about what affects our perception of American identity, and whether we agree with the perceptions others may hold about Americans. Then, we will think about ways we might make our understanding of American identity more inclusive. [Slide 11] Play the video “70 People From 70 Countries Imitate Americans” [2:24]. - Direct students to Part 2 of the Collective Identity Notes Organizer handout. - Play the video and provide students time to respond to the first question in Part 2 of the handout. - Invite 3–4 students to share out. - Ask: Do you agree with the way people outside the United States perceive American identity? Why or why not? - Possible response: I don’t agree with the way they made it seem like Americans aren’t smart. My classmates and my family members have lots of knowledge and skills, and the impressions came off as really shallow. - Ask: How might the perception of others influence the American collective identity? - Possible response: It seems like a lot of people outside the United States think Americans are overly friendly. That might make Americans more likely to double down on that friendliness because they see it as a positive trait. [Slide 12] Play the video “What Does It Mean to Be American?” [2:49]. - Play the video and provide students time to respond to the second question in Part 2 of the Collective Identity Notes Organizer handout. - Invite 3–4 students to share out. - Ask: What factors influence how people define what it means to be American and whether they feel included in the U.S. collective identity? - Possible response: Cultural identities, class, parent heritage and background, race, religion. There seems to be a defined picture of what it means to be American so that it is associated with being White and born in the United States. If a person’s identity is different than that, it can make them feel like they are not American, even when they live and participate in American society every day. - Ask: Given the videos we watched and our peer discussions, how would you now describe the U.S. collective identity today? How might we make it more inclusive? - Possible response: Responses will vary but might include ideas about the collective identity of the United States today being very narrow because it seems to represent only one group of people, while, in actuality, the country is made up of many diverse groups of people. To make our collective identity more inclusive, we must examine the things in our society, whether it’s systems or opinions, that are sending the message that some people are not American because of their identities. Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.3: Intersectionality Teacher Guide Lesson 1.3: Intersectionality A Vision for Unity Unit Driving Question:How can expanding our perception of American identity create a more just society? Module Driving Question:How do our identities shape the way we experience the world around us? Learning Targets I can: Purpose In this lesson, you will learn about social hierarchies that exist in the United States and discuss the factors that have influenced them. You will brainstorm questions that might help us understand the events in U.S. history that have shaped these social hierarchies. Then, you will define intersectionality through an exploration of the wage gap and how it affects different groups of people in the United States. Finally, you will participate in a whole-class discussion about how intersectionality can help us understand the ways that people experience the world around them and how we might create change. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students learn about social hierarchies and discuss the factors that have influenced the social hierarchies that exist in the United States. They brainstorm questions that might help us understand the events in U.S. history that have shaped these social hierarchies. Then, they define intersectionality through an exploration of the wage gap and how it affects different groups of people in the United States. Finally, students participate in a whole-class discussion about how intersectionality can help us understand the ways that people experience the world around them and how we might create change. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Create a Know & Need to Know chart \| (10 min) \| Purpose: Students consider what they know and need to know about American collective identity, social hierarchies, and intersectionality to form an opinion on how to build a more inclusive society. You might say: To start our lesson today, we are going to create Know & Need to Know charts. This is an opportunity to take stock of your learning from the last two lessons and to think ahead about what you still need to learn to form an opinion on how to build a more expansive perception of American identity in service of a more inclusive society. [Slide 2] Provide instructions for small-group work. - Distribute the Know & Need to Know chart and read the directions with students. - Ask students to begin filling out their charts independently for a few minutes. - Then, invite students to work in groups to discuss their notes and add to their charts based on the discussion. - If time allows, invite some students to share their responses as a class. Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart provides an opportunity for students to track how their thinking changes over time on a whole-class level. For project-based learning units, the chart helps leverage students’ ideas about the connections between the content they are learning and their project work. To learn more about Know & Need to Know charts in project-based learning, read about different tactics and pedagogical considerations at the Opening Paths website and how to use students’ questions for planning and assessment from PBL Works. \| \| Step 2: Learn about social hierarchies \| (15 min) \| Purpose: Students define social hierarchies and apply what they learned about the U.S. collective identity to brainstorm questions they want to answer throughout the year to help explain how the social hierarchies in the United States came to exist. You might say: In our last two lessons, we spent some time thinking about the U.S. collective identity. We participated in an active-listening activity to hear from our peers about whether or not they saw themselves in that U.S. identity. Today we are going to build on that understanding by thinking about how people in the United States experience the world differently based on their individual identities. To do this we are going to learn about social hierarchies and intersectionality. [Slide 3] Provide context for social hierarchy. - social hierarchy: a system in which members of a society are ranked according to their status or authority in that society. - A person’s authority, or status, in a society is influenced by several different factors. These vary from society to society. - For example, in one society a person might have more status because they are a religious leader. In another society, religion might not mean as much, but you might have more status if you are wealthy. [Slide 4] Lead a whole-class discussion. - Ask: What factors might influence where people fall in a social hierarchy? - Possible responses: How much money they have, how powerful they are, race, class, religion, ethnicity, education, etc. - As students respond, keep notes in a class notes organizer or on chart paper. You might say: Throughout this course, we’ll be looking to understand U.S. society better. We’ll be looking to figure out how the social hierarchy that exists in the United States came to exist. To do this we’ll look at early American history, but we’ll also look at more recent events. Let’s spend some time brainstorming questions that might help us understand the social hierarchy in the United States so we can find answers throughout the year. [Slide 5] Provide instructions for a small group brainstorm. - Set up student small groups. - Distribute scrap paper to the small groups. - Invite students to brainstorm questions that they have about social hierarchies or questions that might help answer why social hierarchies exist or why some people are at the top while others are at the bottom. - Let students know that they should brainstorm as many questions as possible since these are questions we’ll try to answer over the whole year through our study of U.S. history. - Invite students to share their questions with the whole class. - Take notes on these questions on a piece of chart paper that you can put up in your class. - Tell students that you will all be working to answer these questions throughout the year. Invite them to reference the questions throughout the year when they feel they have found answers or partial answers. [Slide 6] Lead whole-class discussion. - Ask: How might valuing the different identities of people living in the United States lead to a less hierarchical society? - Possible response: Responses will vary, but students might say that a person’s identity impacts where they land on the social hierarchy of a specific society. Where a person lands on the social hierarchy in turn impacts their quality of life, or how they experience the world. If a society discriminates against a specific identity, people with those identities might live lower in the hierarchy, which means their lives are harder than people higher in the hierarchy. If we were to be more inclusive of everyone’s identity, then we might not have such damaging hierarchies. \| Step 3: Unpack intersectionality and apply it to U.S. identity \| (35 min) \| Purpose: Students learn about intersectionality through a source exploration activity. They watch the video “Intersectionality 101” to understand how people experience the world differently based on their intersecting identities. They discuss how the ideas of intersectionality and social hierarchy can inform our understanding of how different groups of people experience U.S. society and how we might work to create a more inclusive U.S. identity. You might say: Social hierarchies are made up. They are constructed by the people who live in a society over a period of time. Where you fall on the social hierarchy can determine your quality of life in society. We’ve been talking a lot about identity, both our individual identities and the collective identity of our country. A person’s identity and their ranking in a social hierarchy are closely related. To understand this a bit better we are going to learn about a concept known as “intersectionality.” Intersectionality can help us understand how a person’s many elements of identity can impact the treatment they receive in society given the social hierarchies that exist. Understanding intersectionality can help us see the changes that we need to make so that people do not continue to have different lived experiences in our society based on their identities. We are going to think about how we might use our understanding of social hierarchies and intersectionality to imagine a different collective identity for the United States. [Slides 7–8] Facilitate a source exploration. - [Slide 7] Distribute the Intersectionality Source Exploration handout. - Model reading and analyzing Source 1. - Talking points: - On these charts, people’s wages are represented as a percentage of White men’s wages. - The wage gap between a living wage and a minimum wage affects people across all racial and gender groups in the United States. It is a serious issue that is impacting many people with many different identities. - While many different groups of people are impacted by the wage gap, women are more heavily impacted, and women of color even more so. - For example, I see that Black men make 73% of what White men make. I also see that White women make 82% of what White men make and Black women make 65% of what White men make. - Therefore, if you’re a woman, you make less money, and if you’re Black, you make less money. But if you’re a Black woman, you make even less—Your wages are affected by the combination of your race and gender. - [Slide 8] Place students in small groups. - Read the instructions on the slide. - Examine the remaining sources one at a time. - Discuss and respond to the question associated with each source on your handout. - Respond to the final reflection question on your handout and prepare to share out. - Invite students to share their responses to the reflection question. [Slides 9–12] Define intersectionality. - [Slide 9] Direct students to Part 2 of the Intersectionality Source Exploration handout. Invite them to take notes on this handout as you go through the following information as a class. - intersectionality: a framework, or mindset, of thinking that asks us to examine how all aspects of a person’s identity impact their lived experience in the world - [Slide 10] Explain intersectionality. - Developed in 1989 by Kimberlé Crenshaw, intersectionality asks us to examine how a person might be affected by many different forms of oppression in a society given their different identities. - In other words, identities intersect and there is no way to separate one element of a person’s identity from the whole. This means people might be affected by the oppression they face for many different parts of their identity at once. - [Slide 11] Explain intersectionality as a mindset. - When we look to build social movements, having an intersectional mindset allows us to see the many ways different people might be affected by the issue we are trying to solve. - We can have an intersectional mindset by thinking about how someone’s many identities (ex: gender, caste, sex, race, ethnicity, class, sexuality, religion, disability, weight, and physical appearance) shape their experiences in our society. - [Slide 12] Play the video “Intersectionality 101” [3:03]. - Invite students to share out their responses to the question associated with the video at the end of the Intersectionality Source Exploration handout. - Talking points: - The different parts of a person’s identity influence the oppression they face. - Even when the source of that oppression is an issue that affects people with many different identities, some people face the effects even more given how their different identities intersect. [Slide 13] Facilitate discussion. - Provide students time to review their American identity icebergs from Lesson 1.1. - Remind students that they are working on the “elaborate & clarify” discussion skill. - Invite students to respond to the discussion questions with a partner. - Where do you see social hierarchies and intersectionality come up in your American identity icebergs? - What do the ideas of intersectionality and social hierarchies tell us about how some groups of people are treated in our society? - How can intersectionality help us see where we need to do the most work to create a society where everyone is equally represented? - If time allows, invite students to pair up with another group so that they form small groups, provide scrap paper for students to take notes, and invite students to share their thoughts as small groups. - Then, invite students to participate in a whole-class discussion. - Look for evidence of the following during the discussion to assess students’ understanding of the content they are discussing: - Intersectionality helps us see that people with multiple oppressed identities experience the world differently than a person who does not have intersecting identities. - This can help us understand the experiences of people who are different than us. - Intersectionality can also help us see where we need to grow as a society because it can help us see what identities are facing the most oppression within our society. [Slide 14] Reflect on the discussion. - Invite students to self-reflect after the discussion using the following sentence starters: - One specific thing I did well while practicing this skill is… - One specific thing the class did well while practicing this skill is… - One specific thing we could work on when it comes to this skill is… Teacher Tip: Assessing Students Through Writing This is a good checkpoint to assess students’ understanding individually. There are several options for writing prompts in the discussion questions; you can have students choose one and use evidence to respond to it. You can also return to the module title here (at the close of the module) and ask students to reflect on its veracity and use evidence from the module to back up their thoughts. \| Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Module 2 Overview: Certain Inalienable Rights Module Overview Module 2: “Certain Inalienable Rights” A Vision for Unity Unit Driving Question How can expanding our perception of American identity create a more just society? Module Driving Question Who is included in the founding American ideals? Module Overview In this module, students explore the founding principles that shaped the U.S. collective identity and influenced U.S. society as it is today. Throughout this module, students also begin to develop a vision for a more inclusive U.S. identity and society. They explore what it might look like for the collective American identity to include all of the people who live in what we now call the United States. In Lesson 2.1, students review key details of the Declaration of Independence, U.S. Constitution, and Bill of Rights to build historical context. They hear from two people about the contradictions between these founding ideals and the lived experiences of Indigenous people and immigrants today. In Lesson 2.2, students learn about the American dream and how it relates to American capitalism. They unpack how this ideal shaped U.S. society from its very foundation. They learn about the way that capitalism allowed enslavement to grow in the United States and how enslavement led to a race-based hierarchy that we are still grappling with today. In Lesson 2.3, students participate in a fishbowl discussion where they explore the many different paths we might take to create a more inclusive nation and to shift our U.S. identity so that it reflects all of the diversity and complexity in our society. Students close out the module by creating a found poem where they rethink the founding documents and create a message about what we can do to move our society forward. \| Lesson 2.1: The American Identity (90 minutes) \| \| Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students learn key details about the writing of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights to help explain the ways that the U.S. identity developed in its early years. Then, they watch a video that asks them to reflect on the ways that the founding ideals of the United States apply to different groups of people. Then, they connect that video to their understanding of the collective U.S. identity. Finally, students read an essay that explores how the issue of immigration in the United States serves as a reflection of U.S. identity today. \| \| Lesson 2.2: The American Dream (90 minutes) \| \| Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students unpack the definition of capitalism and discuss the extent to which they believe it shapes the collective U.S. identity. Then, students learn about how capitalism shaped a race-based hierarchy in the United States from the moment the nation was created. Finally, students discuss how capitalism has shaped the way some people are treated in U.S. society. \| \| Lesson 2.3: A Vision Forward (90 minutes) \| \| Key Standards for Success Criteria D2.His.16.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students participate in a fishbowl discussion about how the United States can be more inclusive through its collective identity. In this discussion, they also reflect on the founding ideals of the United States and how these ideals shaped the society we live in today. Then, students create a found poem that uses the text of one of the U.S. founding documents to craft a message about how we can create a more inclusive and just society. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.1: The American Identity Teacher Guide Lesson 2.1: The American Identity A Vision for Unity Unit Driving Question:How can expanding our perception of American identity create a more just society? Module Driving Question:Who is included in the founding American ideals? Learning Targets I can: Purpose In this lesson, you will learn key details about the writing of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights to help explain the ways that the U.S. identity developed in its early years. Then, you will watch a video that asks you to reflect on the ways that the founding ideals of the United States apply to different groups of people. You will connect that video to your understanding of the collective U.S. identity. Finally, you will read an essay that explores how the issue of immigration in the United States serves as a reflection of U.S. identity today. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 90 minutes \| \| Standards \| \| \| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time & place as well as broader historical contexts. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students will learn key details about the writing of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights to help explain the ways that the U.S. identity developed in its early years. Then, they will watch a video that asks them to reflect on the ways that the founding ideals of the United States apply to different groups of people. Then, they will connect that video to their understanding of the collective U.S. identity. Finally, students will read an essay that explores how the issue of immigration in the United States serves as a reflection of U.S. identity today. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Learn about the founding documents \| (50 min) \| Purpose: Students build context about the Declaration of Independence, U.S. Constitution, and Bill of Rights through a jigsaw activity that provides an overview of each document. Then, they compare their notes from the jigsaw activity as they learn more about each document. You might say: Today we are starting Module 2 of our unit. In Module 1 we spent a lot of time discussing the importance of celebrating the diversity and complexity of the many identities of people living in U.S. society. We discussed the U.S. collective identity as it exists today and spent some time reflecting on why some people do not see themselves represented in that identity. In this module, we will spend time figuring out how the collective identity of the United States developed right from the moment that the United States became an independent nation. Throughout this unit we will continue to examine the ways in which different groups of people experience the ideals that have been laid out through U.S. documents. We will discuss how we might create a society that truly protects all of its members. [Slide 2] Introduce the primary source analysis framework. - Define primary source and secondary source. - primary source: a source of information from the time and place you are studying (ex: the Declaration of Independence) - secondary source: a source of information about the time and place you are studying, but not from that time/place (ex: an article about the history of the Declaration of Independence) - Talking points: - We are going to read the Declaration of Independence, which is a primary source document. - A primary source is a source of information from the time and place we are studying. - When we read primary sources, and even when we read most secondary sources (sources about the time and place we’re studying, but not from that time/place), we need to think about the context of that source. - This is important because sources of information come from particular perspectives, and it’s up to us to determine what information we can gather from a particular source. - We will practice this process with the introduction to the Declaration of Independence. - To start, we will learn about the history of this document. [Slides 3–5] Provide further context for the Declaration of Independence. - Distribute the Declaration of Independence handout. - [Slide 3] Provide context for the Declaration of Independence. - The American colonies were under the control of the British government from 1607 to 1783. - In the years leading up to the Revolutionary War, a series of problems between England and the colonists escalated and led colonists to seek independence. - American colonists grew tired of what they saw as unfair taxes and oppressive actions such as the Quartering Act, which allowed British soldiers to live in the homes of American colonists without obtaining their permission. - [Slide 4] Provide additional context. - By writing the Declaration of Independence (1776), American colonists declared their independence from England. U.S. independence was not formally recognized by England until the end of the Revolutionary War in 1783. - The Declaration of Independence was important because it explains the reasons for the American colonies to become a new country, the United States of America. - The Declaration of Independence also says that people have basic rights that a government should protect, such as life, freedom, and the ability to pursue happiness. - [Slide 5] Ask: Given what we know about U.S. history, who was included and excluded from the Declaration of Independence? - Possible response: The Declaration said that “all men” are created equal, but it only applied to White men. People were still enslaving Black people at the time, so Black people were not included. Women, including White women, were also excluded from the language, so the document only included White men. In other founding documents we learn that this just included White landowning men. - [Slide 6] Provide students time to complete the Context, Audience, Perspective, and Purpose boxes on their Declaration of Independence handouts. - Invite 2–3 students to share out their responses for each box. - Talking points: - Notice that we were able to fill out almost all the elements of our source analysis tool before even reading the source. - Now, we can approach the text of the document fully informed about where it came from, which will help us gather information from it more effectively. - As we read, keep the focus question we are trying to answer in mind: Upon what ideals was the United States founded? [Slide 7] Read the introduction to the Declaration of Independence. - Read the introduction to the Declaration of Independence as a class, one sentence at a time. - Define vocabulary necessary to understanding as you go. - Invite students to translate each sentence into modern English as you read. - Ask: How would you summarize this text in 1–2 sentences? - Possible response: The people writing this document are saying that England has been acting as a tyrant over the colonies, and it is their right to overthrow that government and found their own, one that better serves them. - Reread the introduction to the Declaration of Independence as a class, this time focusing on the question (“Upon what ideals was the United States founded?”). You may invite students to read out their modern-English translations rather than the text itself. - Go over the questions associated with the Significance box of the source analysis tool. - Talking points: - Use the text of the source to answer our question. - Considering our limitations in understanding, a source helps us consider our perspective, in addition to the perspective of the source. - Ask: What limitations do you think we might have when it comes to understanding this document? - Possible response: This was written in very different language than we use today, and it could be that we missed some of the intended meaning. - Invite students to turn and talk to their partner about the Significance box of the source analysis tool. - Provide students time to write a response in the box. [Slide 8] Create an American founding ideals poster. - Place students in small groups. - Distribute chart paper and markers. - Invite the student groups to create a list of American founding ideals on the chart paper, based on the content of the Declaration of Independence. [Slides 9–14] Explain the U.S. Constitution and Bill of Rights. - [Slide 9] Provide context for the U.S. Constitution. - During the Revolutionary War, the former colonies realized they needed to create their own government now that they were fighting to break away from England’s government. - The Articles of Confederation (1777) laid out the structure of government for the new country. However, this government lacked central authority and had limited power to address national issues. - By 1787, it was clear that the new country needed a government with a stronger central power. This led to the writing of the U.S. Constitution. - [Slide 10] - The debate over how much power the federal government should have compared to state governments is still a debate we are having today, and it can be traced to the earliest days of U.S. governance. - The U.S. Constitution (1787) was written to establish a stronger and more effective system of government for the newly independent United States. - This document sought to create a balance of power between the federal government and the states, define the rights and responsibilities of citizens, and provide a framework for governing the nation. - [Slide 11] Play the video “Schoolhouse Rock: Constitution Preamble Lyrics” [2:45]. - Provide student groups time to add American founding ideals to their chart paper. - Invite groups to share out the ideals they added. - [Slide 12] Provide context for the Bill of Rights. - Even after the writing of the U.S. Constitution, the Founders continued to debate how much power the federal government should have over the lives of citizens. - Some argued that the U.S. federal government had too much power and that it would come to abuse that power. They believed we needed to add a document that would clearly lay out the protections that civilians had from the federal government. - [Slide 13] - The Bill of Rights (1791) was added to the U.S. Constitution to address concerns about individual rights and to limit the power of the federal government. - It is made up of the first 10 amendments and guarantees important liberties, such as freedom of speech, freedom of religion, and the right to a fair trial. - The inclusion of the Bill of Rights was a result of the desire to protect individual freedoms and ensure that the newly formed government would respect and uphold the rights of its civic agents. - [Slide 14] Play the video “Bill of Rights (‘I’m Gonna Be [500 Miles]’ Parody)” [4:12]. - Provide student groups time to add American founding ideals to their chart paper. - Invite groups to share out the ideals they added. [Slide 15] Lead a whole-class discussion. - Ask: How can examining the founding documents of the United States help us understand the way that the U.S. collective identity developed? - Possible response: The U.S. founding documents help us understand the views and beliefs of the people who helped form the United States. By understanding their views and beliefs toward government, rights, and society, we can better understand how the U.S. identity today came to exist. In other words, we can learn more about why the collective U.S. identity feels exclusionary to some by understanding who was included and excluded at the time of the country’s formation. - Ask: What language stood out to you from these documents that helps explain the values and beliefs of the people who founded the United States? - Possible response: Responses will vary. Students can name any language that stood out but should be encouraged to think about what it tells us about the views and beliefs of the people who created the founding documents. If time allows, encourage them to unpack the distrust of government and division in ways of thinking that existed throughout the writing of the U.S. Constitution. How do we still see this today? \| Step 2: Discuss the contradictions in the founding ideals \| (20 min) \| Purpose: Students watch a video that unpacks how the founding ideals of the United States exclude Indigenous voices and how they have excluded groups of people since their creation. You might say: We have spent some time in this unit thinking about how to build a society that values and celebrates the things that make all of us different. We also just spent some time learning about the founding documents of this country. These same documents and ideals have set up a nation that protects some while excluding others. We’re going to learn more about this by hearing from an Indigenous speaker about the contradictions between the founding ideals and the ways some groups of people have been treated throughout U.S. history. - [Slide 16] Play the video “‘We the People’—The Three Most Misunderstood Words in U.S. History” [17:44]. - Distribute the “We the People” Analysis handout. - As they watch, invite students to answer the guiding questions on their handouts. - Use the “We the People” Analysis Teacher Key to support student analysis. - Invite students to share out their answers to the reflection questions at the end of their handouts. \| Step 3: Explore an immigration perspective \| (20 min) \| Purpose: Students read an essay written by a high school student expressing how the immigration experience today does not match the ideals detailed in the Declaration of Independence, U.S. Constitution, and Bill of Rights. They discuss the changes we might make in society to make it a more welcoming place for all. You might say: We are going to read one more perspective about the U.S. founding ideals and the extent to which they truly exist for all groups of people today. We will be reading an essay by a student exploring these ideas through the issue of immigration. Then, we will connect our thinking to our past discussions about creating a more inclusive U.S. society and discuss how we might create a country that protects and respects all of its members. [Slide 17] Provide instructions for text analysis. - Distribute the “American Identity” Analysis handout and read the directions with students. - See the Teacher Preparation section note about adding the essay text into the handout before printing. - Invite students to work with a partner or small group to read the excerpt and complete the handout. - Ask students to share some of the examples they discussed in pairs or groups with the whole class. - Use the “American Identity” Analysis Teacher Key to support the class share-out. [Slide 18] Lead a whole-class discussion. - Ask: Who is included in the founding American ideals? - Ask: How can expanding our perception of American identity create a more just society? [Slide 19] Reflect on the discussion. - Invite students to self-reflect after the discussion using the following sentence starters: - One specific thing I did well while practicing this skill is… - One specific thing the class did well while practicing this skill is… - One specific thing we could work on when it comes to this skill is… Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.2: The American Dream Teacher Guide Lesson 2.2: The American Dream A Vision for Unity Unit Driving Question:How can expanding our perception of American identity create a more just society? Module Driving Question:Who is included in the founding American ideals? Learning Targets I can: Purpose In this lesson, you will explore and discuss the idea of the American dream. Then, you will unpack the definition of capitalism and discuss the extent to which you believe it shapes the collective U.S. identity. Then, you will learn about how capitalism shaped a race-based hierarchy in the United States from the moment the nation was created. Finally, you will discuss how capitalism has shaped the way some people are treated in U.S. society. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 80 minutes \| \| Standards \| \| \| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time & place as well as broader historical contexts. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students unpack the definition of capitalism and discuss the extent to which they believe it shapes the collective U.S. identity. Then, students learn about how capitalism shaped a race-based hierarchy in the United States from the moment the nation was created. Finally, students discuss how capitalism has shaped the way some people are treated in U.S. society. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Unpack the American dream \| (25 min) \| Purpose: Students read a poem by Langston Hughes and consider his message about the American dream. Then, they discuss their own views on the idea of the American dream. They read a quote from Howard Zinn and begin to explore the relationship between the American dream and capitalism. They will connect their thinking to capitalism further in Step 3. You might say: We have been exploring the U.S. ideals that have been set up through the U.S. founding documents. We have started thinking about the extent to which all groups of people are included in those ideals. Now, we will continue this thinking by reflecting on our understanding of the American dream. Many people in the United States believe in the promise of the American dream. They believe that through hard work, anyone can have it all in the United States. But is that really true? We’re going to start this thinking through an exploration of a poem by Langston Hughes. [Slide 2] Define the American dream. - American dream: the ideal that the United States is a land of opportunity that allows the possibility of upward mobility, freedom, and equality for people of all class levels who work hard and have the will to succeed [Slide 3] Provide instructions for the poem analysis. - Distribute the “Let America Be America Again” Analysis handout and read the instructions with students. - Invite students to work with a partner to read the poem excerpt and answer the guiding questions. - Then, lead a discussion as a whole class. [Slide 4] Lead a discussion about the American dream. - Invite students to work with their partners to discuss the following questions: - What are your views on and beliefs about the American dream? - Do you believe in the American dream? Why/why not? [Slide 5] Read the Howard Zinn quote. - Display the quote. - Ask: What is Zinn saying about hard work and the American dream? - Possible response: Zinn is saying that the American dream is a myth and those who work hardest in our society often also make the smallest amount of money. \| Step 2: Define capitalism \| (25 min) \| Purpose: Students define capitalism and discuss their views on how capitalism has shaped U.S. society. Then, they watch a video about capitalism and the American dream and discuss how the ideals of capitalism can lead to division in society. You might say: The idea of the American dream is largely rooted in another U.S. ideal that we are going to unpack now: capitalism. Capitalism is at the root of the idea that through hard work you can achieve anything in the United States. Yet capitalism is also the reason that so many Americans don’t have access to the American dream. Capitalism is an ideal that has shaped the collective identity of the United States. Let’s learn more about it now. [Slide 6] Play the video “What Is Capitalism?” [2:55]. - Distribute American Capitalism Reflection handout. - Direct students to Part 1 and read the directions with students. - Ask students to take notes on the definition of capitalism in the space provided as they watch the video. [Slide 7] Provide a definition of capitalism. - capitalism: an economic system in which a country’s trade and industry are controlled by private companies for profit - When the U.S. colonies were under British rule, England’s government had a lot of control over the trade and industry of the colonies, so we can see why the United States would value private ownership once it became independent from England. - Invite students to capture this definition in Part 1 of their American Capitalism Reflection handout. [Slide 8] Lead a whole-class discussion. - Ask: Do you believe that the ideas set out by capitalism (private ownership, profit, growth above all else, wealth) have heavily impacted the social hierarchy and collective identity of the United States? If so, how? - Possible response: We talked previously about how wealth is an important part of social hierarchy in the United States. As far as the collective identity, I think the United States sees itself as a rich country where everyone is supposed to have a chance to make it big, and if you don’t it’s your own fault for not working hard enough. - Ask: How would you define the American dream, and how is it related to capitalism? - Possible response: I feel like it’s a trick to get the people who have to work the hardest at the worst job to just keep doing it without complaining, because maybe they have a chance to make it big one day. [Slide 9] Play the video “Why the American Dream Is a Myth” [4:44]. - Direct students to Part 2 of their American Capitalism Reflection handout. - Invite students to answer the guiding questions as they watch the video. - Invite students to share the responses to their video-guiding questions. [Slide 10] Lead a whole-class discussion. - Ask: How does capitalism create financial inequality in our society? - Possible response: It concentrates wealth at the top, so the richest people, who are very few, are super rich, and it leaves huge numbers of people in poverty. - Ask: How is the American identity shaped by capitalism? - Possible response: The American dream is based in capitalism—It’s the idea that anyone can make enough money to have the things they want to buy. \| Step 3: Explore the history of U.S. capitalism \| (30 min) \| Purpose: Students explore three sources that explain how enslavement was the first big business in the United States. Then, they discuss how capitalism played a role in creating a race-based hierarchy that still impacts the collective identity of the United States. You might say: One of the reasons that we are exploring capitalism and how capitalism has shaped the identity of the country is that capitalism has led to some real harm towards groups of people in the United States. When we think about how we want to create a national identity that represents all groups of people in society, we need to examine how those groups of people have been harmed by U.S.’s views and beliefs around profit. One of the biggest privately owned, for-profit businesses in U.S. history is enslavement. Enslavement in U.S. territory existed before the United States formally existed, and it has shaped the social hierarchy and collective identity of the United States. [Slide 11] Provide instructions for a source exploration. - Direct students to Part 3 of their American Capitalism Reflection handout. - Read the directions with students. - Invite students to work in small groups to read through the sources and respond to the guiding questions. - Use the American Capitalism Reflection Teacher Key to support the class share-out. [Slide 12] Lead whole-class discussion. - Ask: The Declaration of Independence uses the words “all men are created equal” and “certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.” How does the history of capitalism complicate those words? How does capitalism limit who is considered equal and who gets to exercise these rights? - Possible response: People were considered inherently unequal from the start with enslavement, and those words were never meant to include people of color, women, or people with low incomes. - Ask: Do you believe that we can live in a capitalist society that does not harm others? What would it take for us to do that? - Possible response: I feel like a mostly capitalist system is always going to take advantage of most people and keep them low on the social hierarchy. Capitalism is a hierarchy. We would need to redistribute wealth and put structures in place to keep it more even. [Slide 13] Revisit the Langston Hughes poem. - Display excerpt from the end of the poem that students read earlier. - Ask: What does Hughes ask of the people, at the end of the poem? - Possible response: We need to come together as a society and build the United States that should be. - Ask: How does this poem relate to the conversations we have been having so far in this unit? - Possible response: We’ve discussed who is included in American ideals and American collective identity and who isn’t. Hughes’s poem talks directly about how he feels he isn’t included. Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.3: A Vision Forward Teacher Guide Lesson 2.3: A Vision Forward A Vision for Unity Unit Driving Question:How can expanding our perception of American identity create a more just society? Module Driving Question:Who is included in the founding American ideals? Learning Targets I can: Purpose In this lesson, you will participate in a fishbowl discussion about how the United States can be more inclusive through its collective identity. In this discussion, you will also reflect on the founding ideals of the United States and how these ideals shaped the society we live in today. Then, you will create a found poem that uses the text of one or more of the U.S. founding documents to craft a message about how we can create a more inclusive and just society. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 90 minutes \| \| Standards \| \| \| D2.His.16.9-12: Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students will participate in a fishbowl discussion about how the United States can be more inclusive through its collective identity. In this discussion, they will also reflect on the founding ideals of the United States and how these ideals shaped the society we live in today. Then, students will create a found poem that uses the text of one of the U.S. founding documents to craft a message about how we can create a more inclusive and just society. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Prepare for a fishbowl discussion \| (20 min) \| Purpose: Students prepare for their fishbowl discussion. They use their handouts from the unit so far to prepare answers for the fishbowl discussion in Step 2. You might say: So far in this module we have explored the founding ideals that have shaped the U.S. identity, as well as the many identities that make up American society. One of our goals for this unit is to spend some time thinking about how we might reimagine American identity so that it is more inclusive of all of the people that live in the United States. We’re going to spend this class focusing on our vision for the future by having a discussion and creating art. Let’s start by preparing for the discussion. [Slide 2] Help students prepare for the discussion. - Distribute the Fishbowl Discussion handout, direct students to Part 1 of the handout, and review the directions with students. - Ask students to use their handouts from the unit as they respond to these questions so that they are pulling evidence and examples into their discussion. - Provide guidance on how much time students will have to complete this step. \| Step 2: Participate in a fishbowl discussion \| (40 min) \| Purpose: Students participate in a discussion about how the founding ideals of the United States shaped and influenced the U.S. collective identity today and how we might reimagine that collective identity in the future. You might say: We will participate in a discussion structure that asks us to practice our listening skills as much as we practice our discourse skills. Earlier in this unit we participated in an activity that asked us to listen and ask questions to understand the views and beliefs held by our peers. As people share today, let’s try to do the same. In this way, our thoughts can be more collective, and we can make sure that everyone has the space to share their opinions. [Slide 3] Explain to students how the fishbowl works. - Break up the students into two circles, inner and outer. - Assign each circle their question. - Explain that the inner circle will have time to discuss while the outer circle takes notes. Then the two groups will trade seats (the group from the inner circle discussion becomes outer circle observers and vice versa). - Provide a focus for observer notes. Direct students to Part 2 of their Fishbowl Discussion handout to take notes during discussion. - Write down 2 ideas you agree with. - Write down 1 idea you would like to explore more. [Slides 4–5] Launch the fishbowl. - Edit these slides to include timing, based on how much time you have for this activity. - [Slide 4] Invite the first discussion group to sit in the inner circle. Assign tasks to the students in the outer circle. - Circle 1 question: Can the founding documents protect the rights of all groups of people living in U.S. society today? Do they need revision? Why/Why not? - [Slide 5] Instruct students in the inner and outer circles to switch places. Assign tasks to the new outer circle. - Circle 2 question: What does the United States need to do to have a truly inclusive national identity with multiple diverse identity groups? What views and beliefs need to shift in society to be able to do this? - Conclude the fishbowl. - Provide a few minutes for students to share final thoughts based on what their peers shared. [Slide 6] Reflect on fishbowl discussion experience. - Invite students to share out. - One specific thing I did well while practicing this skill is… - One specific thing the class did well while practicing this skill is… - One specific thing we could work on when it comes to this skill is… Teacher Tip: Fishbowl Discussion You can decide the order for the fishbowl discussions based on your students. Putting your more advanced students first can serve as an example for your struggling group. Putting your struggling students first can help avoid the potential intimidation of hearing the advanced students go first, and it can also give your advanced students an extra layer of discussion to build upon when it is their turn. Building heterogeneous groups will allow students to engage across ability levels.If you need more guidance, consider reviewing the following resource: \| \| Step 3: Create a found poem \| (30 min) \| Purpose: Students create a found poem that lays out a vision for the future of U.S. society. [Slide 7] Watch the video “Found Poetry” [3:01]. - Ask: How might creating a found poem using the nonpoetic texts of the founding documents bring new meaning to those documents? [Slide 8] Provide examples of found poetry. - Use the following examples: - Example 1: text blacked out - Example 2: illustrated, circled text - Example 3: text cut out - See the teacher preparation note about adding examples to slide deck. - Provide the following guidance: - You can choose to manipulate the text in many different ways. - You can black out portions of a text so that the new text takes on a new meaning. - You can circle words and illustrate over the text to create a powerful message. - You can cut out portions of more than one text and paste them together to form an entirely new text. - You can use text from one document or text from many different documents. [Slide 9] Provide guidance on planning a found poem. - Distribute Found Poem Planning handout and read the instructions with students. - Distribute several copies of the key excerpts of the founding documents students looked at in Lesson 2.1 (Declaration of Independence, U.S. Constitution, Bill of Rights) so that students can decide which texts they want to use. - You can also have students use any of the texts they used throughout the unit, such as poems and quotes. Just make sure to print new copies for them to manipulate. - Check in with students as they make their poems. - Make sure to add specific timing guidance on this slide so students know how much time they have for each part of their planning. Here are some suggestions: - vision: 5 minutes - theme: 5 minutes - share with a partner: 5 minutes - language: 10 minutes - construct final poem using planning page and materials: 20 minutes [Slide 10] Provide guidance on creating a found poem. - If time permits, have students present their poems to a small group or with a partner. - Then, decide if you want to showcase these poems in your class as a reminder of what you are working toward through your study in this course. Teacher Tip: Found Poems When you are selecting materials for students to use in their Found Poems, feel free to get creative. You can pull any resource—text or image—that students have seen during the unit. You can also add documents, such as the Bill of Rights or preamble to the U.S. Constitution, that you did not read as a class but that might provide additional fodder for students as they build their poems.If students get stuck, encourage them to cut out any words they find interesting and play around with different arrangements until they find something that is compelling to them. You can also consider printing these resources in students’ native languages. \| Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of the check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work: If a student is unsure where or how to begin: \| Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Module 3 Overview: The Consent of the Governed Module Overview Module 3: “The Consent of the Governed” A Vision for Unity Unit Driving Question How can expanding our perception of American identity create a more just society? Module Driving Question How can we create a more inclusive nation by upholding and protecting democratic ideals? Module Overview In this module, students apply their learning from the unit and create a collective quilt that tells a story about the future of the collective identity of the United States. They will create individual quilt squares that speak to their identity and their views on how we can create a more inclusive society. In Lesson 3.1, students learn about the cultural significance of quilts by exploring quit symbols, patterns, and cultural connections. In Lesson 3.2, students workshop and complete quilt square drafts. Then, they work with a peer and give each other feedback, decide which feedback to apply, and create their final quilt squares. In Lesson 3.3, students present their quilt squares to their peers. Then, students reflect on the themes and ideas that make up the squares of their whole class. Finally, students add their squares to the larger quilt. At the end of this module, students reflect on the message created by their classroom quilt. \| Lesson 3.1: Plan Your Quilt Contribution (60 minutes) \| \| Key Standards for Success Criteria D2.His.16.9-12D4.1.9-12D4.3.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students first learn about the cultural significance of quilts by exploring quilt symbols, patterns, and cultural connections. Then they focus discussion on the “Freedom Quilt Mural” in Atlanta, Georgia, and how a quilt can tell a story. Finally, they plan a quilt square as their contribution to a classroom collaborative quilt that collectively creates a message about a vision for the future of the United States. \| \| Lesson 3.2: Create Your Quilt Contribution (80 minutes) \| \| Key Standards for Success Criteria D3.1.9-12D4.3.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students complete their quilt square draft. They start by laying out their draft and ideas for their final quilt square. Then, they work with a peer and give each other feedback on the plans they have created for their final quilt square. Then, students decide what feedback to apply and finalize their quilt square. \| \| Lesson 3.3: Build a Classroom Quilt (80 minutes) \| \| Key Standards for Success Criteria D4.1.9-12D4.3.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students present their quilt squares to their class. They reflect on the similarities in the messages created by their class quilt squares. Then, they decide how they will arrange their quilt squares in the classroom. Finally, students reflect on the collective message created by the classroom quilt. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.1: Plan Your Quilt Contribution Teacher Guide Lesson 3.1: Plan Your Quilt Contribution A Vision for Unity Unit Driving Question:How can expanding our perception of American identity create a more just society? Module Driving Question:How can we create a more inclusive nation by upholding and protecting democratic ideals? Learning Targets I can: Purpose In this lesson, you will first learn about the cultural significance of quits by exploring quilt symbols, patterns, and cultural connections. Then you will focus discussion on the “Freedom Quilt Mural” in Atlanta, Georgia, and how a quilt can tell a story. Finally, you will plan a quilt square as your contribution to a classroom collaborative quilt that collectively creates a message about a vision for the future of the United States. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.16.9-12: Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.D4.3.9-12: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students first learn about the cultural significance of quilts by exploring quilt symbols, patterns, and cultural connections. Then they focus discussion the “Freedom Quilt Mural” in Atlanta, Georgia, and how a quilt can tell a story. Finally, they plan a quilt square as their contribution to a classroom collaborative quilt that collectively creates a message about a vision for the future of the United States. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Learn about symbolism in quilts \| (20 min) \| Purpose: In this step, students learn the cultural significance and some high-level history of quilting as well as quilting’s connection to the community. Students also explore some of the functional design elements of quilts, such as symbols and color use, to begin workshopping their quilt square design. You might say: We have spent this unit thinking about the importance of celebrating the many different identities of people living in the United States. We have also spent time thinking about how we might shift the collective identity of the United States so that it is truly inclusive of all members of society. In these next few lessons, we will be taking these ideas and creating a classroom quilt that encompasses the many different identities in our classroom community and that collectively builds a vision for the future of the United States. [Slide 2] Invite students to preview their project one-pager. - Distribute the Unit 1 Quilt Final Product Checklist. - Read the one-pager as a class. - Provide deliverable dates for students, created based on the amount of time you have for this project as a class. [Slide 3] Provide guidance for the Quilt Source Exploration activity. - Distribute the Quilt Source Exploration handout. - Read the directions with students. - Invite students to work with a partner to complete this exploration through a jigsaw. - Students work with a partner to explore five quilt examples. - In pairs, they assign each other the roles of Student A and Student B. - Then, they complete their assigned quilt explorations according to the handout. - Then, they come together to share their findings with their partner. - As their partner shares, students take notes on the quilt examples they did not explore. - Finally, the students work with their partner to explore the “Freedom Quilt Mural” and respond to the guiding question. - Then, have each partner group share out their responses to the class, working through all the quilts. [Slide 4] Facilitate discussion. - Ask: What is symbolism? - Possible responses: representation, a way to be known, codes to communicate, emojis, pictures - Ask: What makes symbols effective? - Possible responses: easy to recognize, easy to spread, colors - Ask: How can artists use symbolism to convey a larger message? - Possible responses: Symbolism can get messages across without words. If a symbol is famous or popular enough it can also reference a larger story or movement and help the audience understand the larger message behind the piece. [Slide 5] Display the “Freedom Quilt Mural” by David Fitcher (1998). - Let students know that this is an example of what the final classroom quilt might look like—Each student will complete a square so that the quilt comes together into a cohesive piece. - Ask: What symbolism do you see? - Possible responses: squares, geometric patterns, symbols, pictures, color coordination, theme (nonviolent heroes) - Ask: What is the message behind this quilt? How do you know? - Possible response: Responses will vary, but students might talk about the message of this piece being about unity. You can see a hand sewing everything together and the events and symbols throughout the piece are very diverse. This can create a message about people, and their histories, coming together. Then, through the title we can add another layer by thinking about how celebrating everyone’s identity helps us create a free society. \| Step 2: Draft a plan for your quilt square \| (40 min) \| Purpose: In this step, students learn about their quilt project, explore the project rubric, and draft their quilt squares. You might say: Now that we have learned a little more about how quilts can create messages through symbolism, it’s time to plan your quilt square. The idea is for each of us to create a quilt square and then we will figure out how to position all the squares so that they create a collective message about U.S. identity. [Slide 6] (Optional) Create a plan for a class message or theme. - Define cohesion: - cohesion: forming a united whole - Talking points: - Many of the examples of quilts you examined contain a common message or follow a common theme. - For example, the “Freedom Quilt Mural” that you just looked at contains both unique individual squares and elements that spread across multiple squares to create larger images once the quilt was assembled. - The Underground Railroad quilts contain the same recognizable symbols. - Ask: What are other ways our classroom quilt squares could connect to form a cohesive whole? - Possible responses: common colors, geometric patterns, similar elements, one overall message we agree on with different submessages in the individual squares - Invite students to turn and talk with their partner or table group. - Ask: What should we agree on as a class to make our classroom quilt cohesive? - Possible responses: We should decide on the order of the squares in advance, and the people creating squares in the same area should agree on an image that each square will include a portion of. We should all use the same color palette. We should use a symbol for our class that is incorporated in every square. We should send a message about doing away with social hierarchies, and everyone should come up with an image or words to include in their square that expresses this. - Invite students to share out to the whole class. Make a list of their suggestions. - Have the class vote on the ideas shared. - Record the selected idea(s) on the board. If you need to decide anything else based on the selected ideas (ex: the order of the squares, what colors will be used), do this now and add the conclusions to the board. [Slide 7] Introduce the Quilt Square Project Rubric. - Distribute the Quilt Square Project Rubric. - Invite students to work with a partner to read through the rubric and write down one thought and one question. - Invite students to ask clarifying questions about the criteria. - If needed, add further detail to the rubric as a class. [Slide 8] Give instructions and provide support. - Distribute the Quilt Square Draft handout. - Read the instructions of all parts with students. - Then, use the slide deck to provide guidance on how much time students will have to work on each part. - Provide time checks for students so they know where they should be at each stage of the work time provided. - (Optional) If you decided on class-wide elements for your quilt (Slide 6), instruct students to record them on their handouts. You will need to add a box to the handout for this or have students note the decisions down in an existing space. For example, if the class chooses a symbol to include in each square, they can add this to the third question (“How will I design my quilt square to highlight these elements and message?”) or directly to their sketch in Part 2. If students need to meet with others to plan cohesive elements for their region of the quilt, they can also use this time to do so. - Use this time to conference with students who need more support with brainstorming. Teacher Tip: Decide a Medium for the Quilt The following lessons guide students to work on their quilt in a physical form. This means they will be creating their quilt squares using materials such as markers and cardstock. When making their quilt square drafts, students should draw any symbols they plan to include. But if you feel like it would be helpful, consider printing some symbols for students to cut out and use in their final quilt squares. You can find open-source images of symbols on iStock. You can also consider having students work on a digital version of their quilt square using Canva for Education. However, you would have to print these before Lesson 3.3 so students can still physically assemble their classroom quilt. \| Teacher Tip: Conferencing With Students When you conference with students, assess whether a student is disengaged or simply doesn’t know where to start. Assess how they are doing in terms of completing the task, and where they need support. Use the following guidance to help students move forward in their work. If a student is not sure where to begin, ask some prompting questions to help them generate ideas: \| Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.2: Create Your Quilt Contribution Teacher Guide Lesson 3.2: Create Your Quilt Contribution A Vision for Unity Unit Driving Question:How can expanding our perception of American identity create a more just society? Module Driving Question:How can we create a more inclusive nation by upholding and protecting democratic ideals? Learning Targets I can: Purpose In this lesson, you will complete your quilt square draft. You will start by laying out your draft and ideas for your final quilt square. Then you will work with a peer and give each other feedback on the plans you have created for your final quilt square. Then, you will decide what feedback to apply and finalize your quilt square. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 80 minutes \| \| Standards \| \| \| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.D4.3.9-12: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students complete their quilt square draft. They start by laying out their draft and ideas for their final quilt square. Then, they work with a peer and give each other feedback on the plans they have created for their final quilt square. Then, students decide what feedback to apply and finalize their quilt square. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Lay out your quilt draft \| (20 min) \| Purpose: In this step, students lay the pieces, sketch the symbols, and arrange the layout of their square to receive feedback (Step 2) before gluing, coloring, and finalizing their work. You might say: Today’s time will focus on refining and completing your quilt square. You will have some time to put together a layout of your plan for your quilt square. You can showcase your draft plan and your sketches and make a list of other ideas you have, such as the colors and materials you will use. [Slide 2] Provide guidance for student work time. - Instruct students on the time they have for this step. - Use and edit this slide to provide guidance for work time. - Consider reminding students of what they will have to reference in their final presentation: - what (message of the square) - how (symbols and colors used to express the message) - why (importance of the message) Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work. If a student is behind schedule: \| \| Step 2: Workshop your quilt square \| (20 min) \| Purpose: Students work with a different peer to get feedback on their quilt square layout. You might say: Now that you have a layout of the plan for your quilt square, you will be pairing up with someone else to give each other feedback on this plan. Make sure that you give your peers meaningful feedback because we will be creating a classroom quilt with everyone’s contribution. [Slide 3] Provide instructions for the peer review workshop. - Distribute the Quilt Square Workshop handout. - Read the directions with students and provide guidance on who will be working together. - Edit this slide with information on how much time each student has to present their draft and receive feedback before switching. - Make sure to remind students to share all parts of their draft, including the draft of their artist message (found on the last part of the Quilt Square Draft handout from Lesson 3.1). - (Optional) If you chose to develop a plan for class quilt cohesion in Lesson 3.1, remind students to check for adherence to this plan in their partner’s draft. - Inform students that each person must fill out a peer review for their partner, and that this peer review page is Part 1 of their partner’s Quilt Square Workshop handout. - Tell students when it’s time to switch roles. Students should have time to explain their drafts, take notes, and share initial feedback, then switch roles and repeat the process. - After both students have shared and received feedback, instruct students to give back their partner’s handout containing the feedback form they completed for their partner. Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work. If students finish feedback early: \| \| Step 3: Apply feedback to your final quilt square \| (40 min) \| Purpose: In this step, students reflect on the feedback received from their peers and incorporate that feedback into their final project. [Slide 4] Facilitate a reflection and prioritization of peer feedback. - Invite students to reflect on their own using Part 2 of their Quilt Square Workshop handout. - Invite students to read through the feedback they received on Part 1 of the handout and decide what parts of that feedback to apply to their final project. [Slide 5] Provide guidance for the quilt square worktime cycle. - Provide students with information about how much time they have to finalize their square and presentation. - Distribute the Quilt Square Artist Statement handout. Invite students to use this handout to write their final 250-word artist statements. You can also invite students to write their statements using other materials, such as stationery or cardstock, if you have provided that. - Remind students of the presentation criteria: - what (message of the square) - how (symbols and colors used to express the message) - why (importance of the message) Teacher Tip: Check-Ins With Students When you check in with students, assess their needs at the time of check-in. How are they doing in terms of completing the task? Where do they need support? How can you help? You might find some trends among students. Use the following guidance to help students move forward in their work. If students need support with feedback review: \| Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.3: Build a Classroom Quilt Teacher Guide Lesson 3.3: Build a Classroom Quilt A Vision for Unity Unit Driving Question:How can expanding our perception of American identity create a more just society? Module Driving Question:How can we create a more inclusive nation by upholding and protecting democratic ideals? Learning Targets I can: Purpose In this lesson, you will present your quilt square to your class. You will reflect on the similarities in the messages created by your class quilt squares. Then, you will decide how you will arrange your quilt squares in your classroom. Finally, you will reflect on the collective message created by your classroom quilt. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.D4.3.9-12: Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| \| Lesson Overview \| \| In this lesson, students present their quilt squares to their class. They reflect on the similarities in the messages created by their class quilt squares. Then, they decide how they will arrange their quilt squares in the classroom. Finally, students reflect on the collective message created by the classroom quilt. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Present your quilt squares \| (30 min) \| Purpose: In this step, students present their quilt squares to their class. You might say: In this unit, we’ve explored identity from the personal and individual level up to the national level, and many of the intersections throughout. We’ve reflected on how this country’s identity was formed in its early years and how the American identity should shift to be more inclusive. Today, you’ll use your quilt square to share your vision for American society in the future. [Slide 2] Present quilt squares. - Distribute Quilt Square Presentation Reflection handout. - Provide students guidance on presentation times. - Remind students to share the following in their presentations: - what (message of the square) - how (symbols and colors used to express the message) - why (importance of the message) - Allow time for students to prepare their presentation talking points independently or with a peer. Teacher Tip: Student Presentations Predetermine the time for and manner of presentations. Consider students presenting in small groups and sharing themes at the end, or each individual student presenting to the whole group and collectively discussing themes at the end. Consider using chart paper to track the themes for discussion after presentations if using the whole-class method. \| \| Step 2: Reflect on collective themes of quilt squares \| (10 min) \| Purpose: In this step, students find commonalities and themes among the quilt squares shared by their peers. You might say: Each of your squares represents you. Whether they show an ideal that is important to you or express an identity group you’re a part of or passionate about, the diversity of your squares reflects the diversity of the United States. Much like our national diversity, the messages we’ve chosen to share in these squares have common themes and ideals. Let’s reflect on and name some of those now. [Slide 3] Lead a paired discussion. - Direct students to their Quilt Square Presentation Reflection handouts. - Give students some time to discuss with their partner. - Ask: How should we assemble and display our squares for our collective classroom quilt? - Possible answers: Answers will vary. Students may suggest assembling by theme, color scheme, identity, or meaning. Teacher Tip: Planning for Quilt Cohesion If your students planned for a cohesive quilt in Lesson 3.1, you can adapt this step based on their decision. They may still need to decide how to arrange the squares; if this has already been decided, they can discuss themes they see emerging from the individual components of everyone’s quilt squares without discussing placement. You might also have them discuss whether they want to reconsider their planned arrangement now that they see all of the completed squares. \| \| Step 3: Assemble your classroom quilt \| (20 min) \| Purpose: In this step, students decide how they will set up their classroom quilt. Then, they discuss the message created by their classroom quilt. You might say: As we close this unit, we come away with a deeper understanding of how individual identities influence collective identities and culture, and how large systemic identities have the power to diminish some identities and highlight others. We go into the year with the knowledge of intersectionality, and how, as this collaborative quilt illustrates, no one identity is completely disconnected in a diverse ecosystem. For generations, quilts have told stories across cultures. For this year, this quilt will tell our vision of the America we want to be. [Slide 4] Assemble classroom quilt. - Skip this step if students already planned the arrangement of their squares. - Ask: - What squares should we group because they tell a similar story about identity? - How should we arrange these squares so that they tell a story about our vision for a more inclusive society? - Which quilt squares look good together in terms of symbols or color scheme? [Slide 5] Lead a whole-class discussion. - Ask: - What message does our quilt send about the U.S. identity? - How can expanding our perception of American identity create a more just society? Teacher Tip: Assembling the Quilt Decide beforehand how you want the whole-class quilt to come together. You may consider taping each square together, allowing students to vote on the theme, or grouping the different squares. Consider laminating the squares for long-term display in the classroom or school hallway/bulletin board. \| Teacher Tip: Timeline Extension Pack You will find a timeline extension pack at the end of this lesson. Read through this teacher-facing document for more guidance on creating a classroom timeline to support student chronological reasoning when learning history thematically. You will find a timeline extension pack at the end of each unit. \| Unless otherwise noted, A Vision for Unity ©2024 by Educurious is licensed under CC BY-NC 4.0.	oercommons	2025-03-18T00:37:45.956385	10/09/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/120581/overview", "title": "A Vision for Unity", "author": "Educurious ." }
https://oercommons.org/courseware/lesson/120739/overview	Voices From War Voice For Justice Overview Students build contextual understanding of the post-World War II events that launched the United States as an international power by considering the question: Should the United States intervene in foreign affairs? Students assess how public opinion about war has shifted since those key moments in American history. Then, students investigate case studies of U.S. intervention in Korea, Vietnam, and Afghanistan to understand how war affects different groups of people, particularly the people living in places where these conflicts occur. Students participate in a structured academic controversy to build on their primary and secondary source analysis skills and draw well-supported conclusions on the topic of U.S. foreign intervention. Finally students create video essays in which they take a position on U.S. intervention and speak to younger audiences about what they've learned about the issue. Educator Welcome Dear Educator, We understand the joy every teacher experiences when they discover what lights up a student.And that breakthrough can make way for a powerful shift in motivating engagement in studentlearning. We’re thrilled to partner with you in bringing project-based learning to yourclassroom, and we think you’ll love these lessons—created in collaboration with educators, learning scientists, and experts in the field. Whether this is your first voyage into project-based learning or you’re a seasoned pro, we’re sure you’ll agree it’s an approach that sparks interest, ignites possibility, fuels a love for learningin students, and brings wonder to the classroom. As you join your students on this learning journey, we’d love to hear from you. We want to share in your successes, experience your students’ curiosity, celebrate their projects, hear what we can do better, answer any questions you have—and of course, support you each step of the way. Thank you for taking us along on this adventure. Onward! Your Friends at Educurious Acknowledgements Unit Credits & Acknowledgments Voices From War, Voices for Justice Unit Credits & Acknowledgments Educurious would like to express sincere gratitude to our partners for contributing their expertise, insights, and energy. Their collaboration was instrumental in the co-design of this project-based learning unit. Design Teachers and Schools: - Diya Bailey - Brad Clay - Amanda Creasia - Delaney Hanon - Nathaniel Okamoto - Christine Pyle - Heather Wren A special thank you Amanda Christensen for her leadership and support throughout this project. The Educurious Team: Unit Development Team: - Writers: Valeria Gamarra, Chris Carter - Educurious Reviewer: Chris Carter - Editors: Clare Lilliston, Rachel Parish Production Team: - Erik Robinson, Angela Rosenberg Project Manager: - Chris Carter Educurious Leadership: - Jane Chadsey, CEO Unit Poster Image Credits: - Poster created by Carlos Suarez-Murias License & Attribution Except where otherwise noted, Voices From War, Voices for Justice 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. Please take care that adaptations do not introduce cultural bias. 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 Voices for War, Voices for Justice, which was produced and published by Educurious and is licensed under CC BY-NC 4.0." Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Unit At A Glance & Teacher's Edition Download Module 1 Overview: Motivations and Power Module Overview Module 1: Motivations and Power Voices From War, Voices for Justice Unit Driving Question Should the United States intervene in foreign affairs? Module Driving Question What values, beliefs, and events have influenced U.S. interventions abroad? Module Overview In this module, students learn that U.S. involvement in international conflicts has ebbed and flowed since the United States established itself as an independent nation in the 18th century. At times, the United States has remained neutral in conflicts abroad. In other instances, it has used military and economic strategies to intervene in foreign affairs. After World War II, U.S. foreign policy shifted; the United States became an international power that was viewed as an arbiter of democracy abroad. As the views and beliefs of people in the United States shift, so do the foreign policy decisions that the U.S. government takes. Students, now and in the future, can inform U.S. foreign policy decisions through their advocacy and informed actions. In Lesson 1.1, students explore the relationship between power, morality, and foreign policy by applying their own views to evaluate a foreign policy scenario rooted in a real historical event. In Lesson 1.2, students learn about the role that World War II played in the United States’s rise as an international power. Then, they learn how the war’s aftermath shaped the views and beliefs Americans hold about the role of the United States in the world. In Lesson 1.3, students learn about the different modes of foreign intervention and participate in another foreign policy scenario to consider the impact of those modes of intervention. Then, they examine a series of foreign policy decisions the United States made during the Cold War and the results of those decisions. Finally, students compare these historical U.S. decisions to the ones they made with their classmates during the simulation. \| Lesson 1.1: Power and Morality (60 minutes) \| \| Key Standards for Success Criteria D2.His.8.9-12CCSS.ELA-LITERACY.RH.11-12.9CCSS.ELA-LITERACY.SL.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this unit launch lesson, students participate in a simulation in which they work with others to come to a consensus on how to best respond to a conflict somewhere in the world. Then, they reflect on their experiences in the simulation to engage in a discussion on how our beliefs about power and morality influence our decisions. Finally, students learn about the content of this unit and the final product, a video essay. \| \| Lesson 1.2: The Rise of U.S. Power in the World (60 minutes) \| \| Key Standards for Success Criteria D2.His.1.9-12D2.His.5.9-12CCSS.ELA-LITERACY.RH.11-12.2 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students learn how the United States rose as a global power in the 1940s and 1950s. They analyze primary and secondary sources to gather key facts about post-World War II U.S. foreign policy and American values and beliefs. Finally, students use what they’ve learned to create visual notes on the rise of U.S. power. \| \| Lesson 1.3: Modes of Intervention (85 minutes) \| \| Key Standards for Success Criteria D2.His.8.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.WHST.11-12.1.B Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students learn about different modes of foreign intervention used by the United States in other countries. Then, they participate in a simulation in which they work with others to come to a consensus on what mode of foreign intervention they should use to respond to a conflict somewhere in the world. Then, students review a real-life intervention made by the United States and compare it to the decisions and predictions they made during the simulation. Next, they discuss the roles of morality and power in the interventions they learned about. Finally, they learn about the final product and meet in their teams to consider what they know and what they still need to learn to create their products. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.1: Power and Morality Teacher Guide Lesson 1.1: Power and Morality Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad? Learning Targets I can: Purpose In this unit launch lesson, you will participate in a simulation in which you work with others to come to a consensus on how to best respond to a conflict somewhere in the world. Then, you will reflect on your experiences in the simulation to engage in a discussion on how our beliefs about power and morality influence our decisions. Finally, you will learn about the content of this unit and the final product, a video essay. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.8.9-12: Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. \| \| \| CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this unit launch lesson, students participate in a simulation in which they work with others to come to a consensus on how to best respond to a conflict somewhere in the world. Then, they reflect on their experiences in the simulation to engage in a discussion on how our beliefs about power and morality influence our decisions. Finally, students learn about the content of this unit and the final product, a video essay. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Reflect on your views on power, morality, and foreign policy \| (10 min) \| Purpose: Students reflect on their own understanding of the concepts they will explore in this unit. Students hear from their peers and discuss the multiple perspectives that exist on the relationship between power and morality when the United States intervenes in an international conflict. They will revisit and build upon this initial discussion after participating in a foreign policy simulation. You might say: When the U.S. government takes action abroad, those actions impact communities. But often, it is these same communities who ask for U.S. involvement in the first place. In other words, the history of U.S. foreign policy is complicated and layered. In this lesson, we are going to start thinking about whether the United States should intervene in foreign affairs. [Slide 2] Facilitate Ignite Learning Freewrite: - Distribute the Ignite Learning Freewrite handout and review the directions and questions with students. - Provide students with time to write and reflect. - Then, organize students into groups of 3–5 to share their ideas. You might say: Now that you have reflected on some of the big ideas we’ll explore in this unit, we are going to share our thoughts and establish common definitions for three key terms: power, morality, and foreign policy. As other students share, add new ideas you hear to your Ignite Learning Freewrite handout. [Slides 3–4] Discuss and define power: - [Slide 3] Invite students to share their ideas in small groups. Record ideas in the class notes organizer. - [Slide 4] Share the definition: - power: the ability to influence the behavior of others or the course of events - Optional deep dive question: Would you consider the United States, as a country, powerful? Why or why not? [Slides 5–6] Discuss and define morality: - [Slide 5] Invite students to share their ideas in small groups. Record ideas in the class notes organizer. - [Slide 6] Share the definition: - morality: the principles (views and beliefs) in a society that help distinguish between right and wrong. - To act morally is to act in alignment with the values that a society has established as right. To act immorally is to act in alignment with the values that a society has established as wrong. - Optional deep dive question: Do you believe people in power have a responsibility to make moral decisions? Why or why not? [Slides 7–8] Discuss and define foreign policy: - [Slide 7] Invite students to share their ideas in small groups. Record ideas in the class notes organizer. - [Slide 8] Share the definition: - foreign policy: a government’s strategy for dealing with other nations - Optional deep dive question: What are some reasons that a country might get involved in the issues of another country? You might say: A country’s foreign policy can change over time because a country’s strategies, motivations, and interests change over time. Given a nation’s foreign policy agenda, it might choose to intervene in another country’s conflicts or issues (in a variety of ways), or it might choose to not intervene. Whether or not a country like the United States chooses to become involved in foreign affairs is influenced by many factors, including political relationships, economic benefits, and public opinion. This means that U.S. involvement, and the reasons behind that involvement, often seem complicated. In this unit, we will work to understand those reasons. Teacher Tip: Using Anchor Charts to Deepen Learning If time allows, consider creating anchor charts that display the words “power,” “morality,” and “foreign policy.” Use these anchor charts for any of the following: \| \| Step 2: Participate in a foreign policy simulation \| (30 min) \| Purpose: Students apply their thinking about power, morality, and foreign policy to an international conflict. In the same groups as Step 1, students work together to decide a nation’s best course of action to address an international conflict. Then, they unpack the historical events behind the scenario, the foreign policy decisions the United States made, and the impact of those decisions on people. You might say: Now we will draw upon our values and beliefs to respond to an international conflict. In small groups, you will review a description of the scenario and use this information to decide which action your nation will take to address the conflict. [Slide 9] Facilitate a foreign policy simulation: - Distribute the Foreign Policy Simulation handout, review the directions with students, keep students in their groups from Step 1, and provide students time to work together to draft their foreign policy recommendation. - After students are done working in groups, invite them to share out their responses. - As students share out, write down possible foreign policy actions in the class notes organizer. If an action is mentioned more than once, put a checkmark next to it to so that the number of check marks indicates how many extra times it was mentioned. - Afterward, circle the foreign policy action that was mentioned the most. [Slides 10–20] Add historical context to help students understand the scenario. You might say: The scenario you explored in groups was a real international conflict: World War II. World War II is the anchor event in this unit. By understanding the history of World War II, we can understand how the question of U.S. intervention abroad is not so black and white. We will also learn about how the views and beliefs of groups of people, in this case the American people, influence intervention abroad. Finally, World War II can help us understand how the United States rose to power and why it holds so much international power today. We will return to this time period multiple times throughout the unit. Now, let’s learn what U.S. intervention looked like in World War II and how people abroad were impacted by the decision to intervene. - [Slide 10] In the early 1930s, Adolf Hitler rose to power in Germany. By the late 1930s, Nazi Germany was invading nearby countries and persecuting Jewish people in Germany (source). - [Slide 11] In 1939, Germany invaded Poland. England and France, who strongly opposed Hitler’s increasing domination of Europe, declared war on Germany. This marked the beginning of World War II. - [Slide 12] In 1941, Germany invaded the Soviet Union. This violated a 1939 pact struck between Hitler and Stalin (the leader of the Soviet Union) in which each nation would not try to influence the other’s territory. This prompted the Soviet Union to join forces with England and France. - [Slide 13] The Battle of Stalingrad began with Germany’s invasion of the Soviet Union on July 17, 1942, and lasted 7 months. It was one of the bloodiest battles in human history, involving a siege of a major population center, direct attacks on civilians, and deliberate starvation of Soviet prisoners of war by the German military. Over the course of World War II, 27 million Soviets died, including 19 million civilians. - [Slide 14] Japan was an ally of Nazi Germany. In December of 1941, Japan bombed Pearl Harbor, a large U.S. military base in the Pacific. As a result, the United States entered World War II. - [Slide 15] During the war, Hitler orchestrated a mass genocide of Jewish people. Six million Jewish people and millions of others were killed. This genocide is known as the Holocaust (source 1, source 2). - [Slide 16] In 1945, the United States and Allied powers liberated Europe from German occupation. Jewish people were freed from concentration camps. - [Slide 17] Play the BuzzFeed video “A Holocaust Survivor Recalls the Day He Was Liberated” [3:29] in its entirety [3:29]. Ask: - What human rights was the United States trying to restore through the liberation of Nazi concentration camps? - Possible response: The United States was trying to restore the rights to life, liberty, and freedom that were taken away from the Jewish people imprisoned in Nazi concentration camps. - [Slide 18] Between 1937 and 1945, the Japanese army killed approximately 20 million Chinese people, both military and civilians (source). In one event, known as the Nanjing Massacre, the Japanese army killed 100,000–300,000 Chinese people, most of them civilians and children (source). - [Slide 19] Play a portion of the CGTN video “Lone Video Reveals Tragedy of Nanjing Massacre” [0:00–3:00]. Ask: - How do these facts inform your views on U.S. intervention in World War II? - [Slide 20] With the goal of ending the war, the United States dropped two atomic bombs (a new military weapon) on Japan in August of 1945. The bombs killed an estimated 140,000 people, most of them civilians (source). Japan surrendered a month later. [Slide 21] Play the TODAY video “Hiroshima Bombing Remembered by an American Survivor” [4:49] in its entirety. Ask: - How did the U.S. bombing of Japan strengthen and/or diminish the United States’s moral authority in the world? - Possible response: The atomic bombing of Japan strengthened U.S. authority overall in the world because it demonstrated a powerful weapon that could be used against U.S. enemies. This made the United States a moral authority because it could use nuclear threat to sway other countries to make decisions that aligned with the U.S. foreign policy agenda. However, this also led many people and nations to distrust the United States and its agenda. It made some question whether the United States was fit to serve as a moral authority in the world. Teacher Tip: Do No Harm and the Nanjing Massacre The “do no harm” principle asks us to consider the consequences of our actions as teachers. In terms of content, it asks us to consider how and why we present sensitive (and sometimes triggering) information to students so that we may do so with intention and care.When we consider the “do no harm” principle in this unit, we want be careful when showing images and videos of war to students. Some sources include or feature first-hand accounts of war. Regarding the Hiroshima bombing and the atrocities of the Holocaust, we have selected oral histories that center the people who lived through these events. However, the first-hand testimonies of the atrocities committed at Nanjing are too graphic to share with students. We want to make sure that students understand why we chose to feature a video from the point of view of an American witness to the massacre rather than Chinese survivors.When teaching students about these events, consider pausing and having students reflect on the consequences of war for the humanity of different groups of people. Invite them to consider the price that civilians pay for war. And if you find any age-appropriate accounts of these events, consider replacing the video on Slide 17 of the slide deck with these resources. \| \| Step 3: Debrief your foreign policy decisions \| (15 min) \| Purpose: Students debrief about the simulation by thinking about the motivations behind their decisions and the ways in which these decisions reflect greater societal beliefs about U.S. foreign policy. You might say: A foreign policy decision that might help some can also harm many other people. Let’s reflect on our decisions using this historical context and what we’ve learned from survivors of the conflict. [Slides 22–23] Introduce the “build on and/or challenge a partner’s idea” discussion skill. - [Slide 22] Frame the skill. - Strengthen collaboration skills - Strengthen conversation skills—build on, connect to, logically challenge what your partner shared - Provide examples. - Talking points: In a discussion about whether video games are good for society, I say: “Video games make society smarter.” - If someone says, “Reading makes society smarter,” they would not be building on my original idea. They would be piling on a new idea without diving more deeply into the original. - If someone says, “What could be other points of view?” or “I read an article that talked about video games improving people’s pattern-recognition abilities,” they would be building on my idea. - If someone says, “I don’t think video games make me smarter—They’re fun and a distraction, but the skills don’t translate outside of the games,” they would be challenging my idea. - [Slide 23] Provide sentence frames. - Talking points: - As we discuss, I will have some sentence starters you can use to support building on or challenging each other’s ideas. - Prompting skill: - What do you think about the idea that . . .? - Can you add to this idea? - Do you agree? - What might be other points of view? - What are other ideas? - How does that connect to the idea . . . ? - I am not sure if this is relevant, but . . . - How can we bring this back to the question of . . . ? - Responding: - (To build on) - I would add that . . . - I want to expand on your point about . . . - I want to follow up on your idea . . . - (To challenge) - Then again, I think that . . . - Another way to look at this could be . . . - Yet I wonder also if . . . - If________, then _________ - What struck me about what you said is . . . [Slide 24] Facilitate a reflection on morality and U.S. intervention: - Invite students to discuss in small groups, then share with the whole class. Ask: - What is right and wrong when it comes to war? - Do the survivor accounts support your group’s foreign policy decision or make you think differently about your decision? - When do you think the United States should intervene in other countries in the future? [Slide 25] Facilitate a reflection on power and U.S. intervention: - Invite students to discuss in small groups, then share with the whole class. Ask: - Do you think the United States could have ended World War II without using the atomic bomb? Why or why not? - What can the use of the atomic bomb by the United States tell us about how power works in these situations? Who has power? Who doesn’t? \| Step 4: Learn about the unit \| (5 min) \| Purpose: Students learn about the focus and content of the unit and the final product. [Slide 26] Introduce the unit poster. Review the unit driving question, module driving questions, and final product. [Slide 27] Organize students into video essay teams. Invite students to discuss the following questions with their team members: - What is one question you have about this unit? It could be about the content or the final product. - What is one thing you’re excited to learn? Teacher Tip: Identify Team Norms You might have already worked with students on identifying norms that lead to a successful collaborative product or goal. If you have not invited students to set norms, you may want to set aside time in this lesson for students to reflect on the norms they can set in their teams to support successful collaboration. Some reflection questions for teams to consider are: \| Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.2: The Rise of U.S. Power in the World Teacher Guide Lesson 1.2: The Rise of U.S. Power in the World Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad? Learning Targets I can: Purpose In this lesson, you will learn how the United States rose as a global power in the 1940s and 1950s. You will analyze sources to gather key facts about post-World War II U.S. foreign policy and American values and beliefs. Finally, you will use what you’ve learned to create visual notes on the rise of U.S. power. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time & place as well as broader historical contexts.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives. \| \| \| CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students learn how the United States rose as a global power in the 1940s and 1950s. They analyze primary and secondary sources to gather key facts about post-World War II U.S. foreign policy and American values and beliefs. Finally, students use what they’ve learned to create visual notes on the rise of U.S. power. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Learn what people are saying about U.S. involvement \| (10 min) \| Purpose: Students review and discuss American public perception of U.S. involvement in the world. You might say: In our last lesson, we considered the complexities of war. We began to think about the many layers that influence U.S. foreign intervention. We also began to explore the historical context of World War II. The series of events that unfolded before, during, and after World War II launched the United States into a position of international power. These events can also help us understand how the views and beliefs of U.S. civic agents can influence U.S. intervention abroad. Over time, Americans’ views on the United States’ involvement in the world have changed. Let’s learn about these changes and what motivates Americans to support U.S. involvement in the world. [Slide 2] Play the Pew Research Center video “America’s Place in the World” in its entirety [1:55]. - Invite students to Think-Pair-Share. Ask: - Why do some Americans support U.S. involvement in the world, while others do not? - Possible response: Some Americans have war fatigue and believe the United States should focus on solving problems at home. Other Americans want the United States to be involved in the global economy. Seventy-seven percent of people who took the survey see more benefits than risks of being involved in the global marketplace. - Invite students to share out their ideas with the class. Record ideas in a class notes organizer. Teacher Tip: Extended Learning About World War II and U.S. Involvement If you would like to provide students with more context about U.S. involvement in World War II before they complete the jigsaw activity in Step 2 of this lesson, you can use the World War II Timeline of Events teacher resource. Transfer this timeline to the lesson’s slide deck and share it with students. If time allows, consider asking students to discuss the following questions: \| \| Step 2: Analyze secondary sources for key facts \| (20 min) \| Purpose: Students build context about the world after World War II and the factors that influenced the United States’s increase in global power by engaging in a jigsaw activity with secondary video sources. You might say: There are many factors and events that led to the United States’s global leadership and influence. The events that unfolded during World War II catapulted the United States into the position that it still holds today. Many of the views and beliefs that we hold today about U.S. power can be traced to how Americans began to see themselves during World War II. [Slide 3] Facilitate a jigsaw activity on the rise of U.S. power post-World War II: - Organize students into their video essay teams. - Distribute the World War II Jigsaw handout and review the directions with students. - Explain to students that each member of their team will watch a different video. They are responsible for finding information in that video that helps explain how the United States’s power increased after World War II. They should also look for any clues that help them understand the views and beliefs of people living in the United States at the time. - Provide teams time to assign videos to each team member, watch and analyze videos individually, and come back together as a team to share what they learned. As team members share, students should fill in the other sections of their handout. - Then, invite students to share their findings with the class. Use the World War II Jigsaw Teacher Key to support student analysis. \| Step 3: Create visual notes \| (30 min) \| Purpose: Students use their World War II Jigsaw handout to synthesize their learning through the creation of visual notes. Students can choose to use visual notes to create content for their final product (video essays). You might say: As we continue to develop our understanding of U.S. foreign policy, we need to develop strategies to help us make sense of our learning. One way to creatively process our learning is to turn our ideas into visual notes that we can continue to reference throughout the unit. [Slide 4] Introduce visual notes: - Play the video by Claudine Delfin, “The Basics of Visual Note-Taking,” in its entirety [3:02]. - Ask: How can visual note-taking help us process and retain new information? [Slides 5–6] Prepare students to create their visual notes on the rise of U.S. power in the world: - [Slide 5] Provide students with examples of visual notes. - [Slide 6] Explain to students that their visual notes should illustrate key ideas and relationships between the following concepts: - World War II - power - morality - foreign policy - the G.I. Bill - views and beliefs of people in the United States - Invite students to share their visual notes at the end of class. Then, display the notes in your classroom so that students can reference them throughout the rest of the unit. - Optional: You can build this into an art installation by including 2–4 more opportunities in the unit to add illustrations to your wall. You can also have students sketch their learning after every lesson on a sticky note and then add it to this wall. Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.3: Modes of Intervention Teacher Guide Lesson 1.3: Modes of Intervention Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad? Learning Targets I can: Purpose In this lesson, you will learn about different modes of foreign intervention used by the United States in other countries. Then, you will participate in a simulation in which you work with others to come to a consensus on what mode of foreign intervention you should use to respond to a conflict somewhere in the world. Then, you will review a real-life intervention made by the United States and compare it to the decisions and predictions you made during the simulation. Next, you will discuss the roles of morality and power in the interventions you learned about. Finally, you will learn about the final product and meet in your teams to consider what you know and what you still need to learn to create your product. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 85 minutes \| \| Standards \| \| \| D2.His.8.9-12: Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. \| \| \| CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.CCSS.ELA-LITERACY.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students learn about different modes of foreign intervention used by the United States in other countries. Then, they participate in a simulation in which they work with others to come to a consensus on what mode of foreign intervention they should use to respond to a conflict somewhere in the world. Then, students review a real-life intervention made by the United States and compare it to the decisions and predictions they made during the simulation. Next, they discuss the roles of morality and power in the interventions they learned about. Finally, they learn about the final product and meet in their teams to consider what they know and still need to learn to create their products. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Learn about different modes of foreign intervention \| (15 min) \| Purpose: Students define key vocabulary related to foreign intervention. You might say: In Lessons 1 and 2, we considered the roles of morality and power in making foreign policy decisions. We learned about World War II and the rise of the United States as a global power. There are many different ways that the United States intervenes abroad—Joining a war is only one of the ways the United States can get involved in what’s going on in other countries. We are going to define the different modes of foreign intervention in order to prepare for a simulation activity like the one you participated in in Lesson 1. [Slides 2–3] Discuss and define war: - Distribute the Modes of Intervention Vocabulary handout. - [Slide 2] Share the definitions: - war: an armed conflict between different nations or states or different groups within a nation or state - proxy war: an armed conflict between nations, states, or groups prompted by a major power that provides support to one side in the conflict - [Slide 3] Invite students to share examples of foreign intervention in the form of war. Record notes on the class notes organizer. - Talking points: - The War in Afghanistan lasted from October 7, 2001, to August 30, 2021. - The war was part of the United States’s larger “war on terror.” [Slides 4–5] Discuss and define humanitarian aid: - [Slide 4] Share the definition: - humanitarian aid: providing help to people in need, usually for a short period of time during an emergency - Emergencies include natural disasters, war, and famine (lack of food). - Aid might be given in the form of money, materials (such as food and temporary shelters), services (such as sending doctors to provide medical care or volunteers to help with cleanup and construction), or education. - [Slide 5] Invite students to share examples of foreign intervention in the form of humanitarian aid. Record notes in the class notes organizer. - Talking points: - In 2010, a major earthquake hit Haiti, killing hundreds of thousands of people and displacing hundreds of thousands more. - International aid organizations sent supplies and people to provide aid in the aftermath. [Slides 6–7] Discuss and define economic sanctions: - [Slide 6] Share the definitions: - economic sanctions: withdrawing or otherwise negatively impacting trade with another country - travel ban: preventing travel between countries - embargo: ban on trade between countries - tariff: tax imposed on certain imports or exports - quota: a limit on the trade of a specific good - [Slide 7] Invite students to share examples of foreign intervention in the form of economic sanctions. Record notes in the class notes organizer. - Talking points: - The United States has economic sanctions in place on China. - These sanctions are meant to stop goods from entering the United States that were produced using forced labor, that might benefit people or companies that support enemies of the United States, or that might benefit people or companies involved in the trade of dangerous drugs or other materials. [Slides 8–9] Discuss and define diplomacy: - [Slide 8] Share the definitions: - diplomacy: peaceful negotiations with other countries via representatives abroad - United Nations: an international diplomatic organization with the goal of maintaining international peace and security, with representatives from 193 countries - [Slide 9] Invite students to share examples of foreign intervention in the form of diplomacy. Record notes in the class notes organizer. - Talking points: - The United Nations is made up of delegates from 193 countries who come together to practice diplomacy. - They discuss topics that affect the whole world and try to come up with policies that protect the well-being of all people. [Slides 10–11] Discuss and define covert operation: - [Slide 10] Share the definitions: - covert operation: a secret operation involving undercover agents, allowing the country launching the operation to deny involvement; methods include propaganda, political action, economic action, paramilitary operations, and violent operations - propaganda: the spread of information in support of origin country’s goals (for example, spreading pro-U.S. and anti-Putin information in Russia) - political/economic action: providing funding/support to political groups, economic groups, and individuals whose beliefs/actions align with the origin country’s interests - paramilitary operation: conducting raids or training and equipping an opposition group in the target country - violent operation: sabotage, assassination, supporting a coup (armed takedown of a leader) - [Slide 11] Invite students to share examples of foreign intervention in the form of a covert operation. Record notes in the class notes organizer. - Talking points: - The details of covert operations remain secret for decades after they happen unless someone steals and releases the information, so we don’t know what our country may be doing covertly in other countries right now. - During the 2016 presidential election, Russia conducted a number of covert operations against the United States in an effort to influence the election in favor of Trump. They created thousands of fake American social media accounts to spread pro-Trump and anti-Clinton propaganda, wrote and spread articles containing false information, and hacked into the computer systems of the Democratic National Committee, the Democratic Congressional Campaign Committee, and Clinton campaign officials, releasing files and emails to the American public. Teacher Tip: Using Anchor Charts to Deepen Learning If time allows, consider creating anchor charts that display the words power, morality, and foreign policy. Use these anchor charts for any of the following: \| Teacher Tip: Vocabulary This is a vocabulary-heavy lesson. For efficiency and to facilitate students’ ability to apply this vocabulary, there is a Modes of Intervention Vocabulary handout with words and definitions already included. The handout also includes spaces for students to add examples of each mode of intervention discussed by the class while they are learning the terms. Students will use the vocabulary in this lesson for the simulation, throughout Module 2, and in their video essay products in Module 3. \| \| Step 2: Participate in a foreign intervention simulation \| (30 min) \| Purpose: Students apply their understanding of modes of foreign intervention to an international conflict. In small groups, students work together to decide a nation’s best mode of intervention. You might say: Now we will draw upon our values and beliefs to respond to an international conflict. In small groups, you will review a description of the scenario and use this information to make a decision about the mode(s) of intervention your nation will choose to address this conflict. [Slide 12] Review capitalism and define communism and socialism. - Define key terms: - capitalism: an economic system in which a country’s trade and industry are controlled by private companies for profit - socialism: an economic system in which a country’s trade and industry are controlled by the government - communism: an economic/political system in which a society’s trade and industry are controlled by the people, with everyone contributing what they can and receiving what they need and no central government - Talking points: - Most countries have an economic system that is a mix of capitalist and socialist policies. - For example, the United States is generally considered a capitalist country but has public schools, national parks, and other services provided by the government. - There has never been a truly communist country in the world. Countries that have identified as communist have typically had totalitarian governments (dictatorships), and when people in the United States use the term “communism,” that’s generally what they are referring to. - People often use the terms “socialism” and “communism” interchangeably, and consider support for one as support for the other. [Slide 13] Play the Illustrate to Educate video “Communism Vs Socialism Vs Capitalism” [2:49]. - Play the video. - Invite students to ask clarifying questions. [Slide 14] Facilitate a foreign policy simulation: - Organize students into student groups. - Distribute the Foreign Intervention Simulation handout. Direct students’ attention to Part 1 of their handouts. - Facilitate a read-aloud of the scenario. Instruct students to look for and mark evidence of key terms. - Highlight when a vocabulary word is used directly. - Underline text when a word is referenced, and write the word alongside the text. - Invite students to share out the connections they made to the vocabulary words. - Direct students’ attention to Part 2 of their handouts. - Provide students time to work together in groups to draft their foreign intervention recommendation. - After students are done working in groups, invite them to share out their responses. - As students share out, track the modes of intervention suggested by the class in the class notes organizer. You can write out the different options and note which group suggested which mode(s) of intervention. [Slides 15–20] Add historical context to help students understand the scenario. You might say: The scenario you explored in groups reflects several events of a real international conflict: the Cold War. The Cold War was an ideological battle, a war of ideas, waged mainly by the United States and the Soviet Union, countries that had worked as allies during World War II. - [Slide 15] The Cold War was a conflict between the United States and the Soviet Union (and their allies) that officially lasted from 1947 (2 years after World War II) to 1991, when the Soviet Union fell. A cold war is a war that involves no direct fighting between the major powers involved in the conflict. Instead, the Cold War was an ideological war (a war of ideas) between the different government and economic systems of the United States and the Soviet Union. - [Slide 16] Even though the United States and the Soviet Union fought on the same side in World War II, they did so because they had a common enemy, not because they actually shared political views. The United States is a capitalist and democratic country. The Soviet Union identified as communist, though, like all communist-identifying countries, it didn’t actually fit the definition. Instead, it was a country with socialist economic policies and a totalitarian government that undercut most of those policies by making sure the people in power had the most resources. - [Slide 17] The Cold War involved several competitions for technological and military superiority. This included the Space Race, in which the two powers battled to be the first in space (the Soviets launched the first satellite and sent the first human to space; the United States was the first on the moon). This also included the nuclear arms race, in which each power fought to have more, better, and more strategically positioned atomic weapons than the other. - [Slide 18] The Cold War also involved many foreign interventions on the part of each power. Each wanted to have influence and control over more of the world than the other. To do this, they intervened to maintain that influence, enforce that influence, or prevent the other from gaining influence. These interventions came in a variety of forms. - [Slide 19] During this period of time, many smaller countries with less global power were fighting for independence from countries with more power and influence. Many of these countries became battlefields of the Cold War, both literally and figuratively, as the United States and the Soviet Union sought to control the kind of country they would become. - [Slide 20] Ask: What connections can you make between the historical context you just learned and the vocabulary words? - Possible response: political and economic action—The context mentioned that the United States and Soviet Union tried to get countries gaining their independence to follow their political and economic systems. \| Step 3: Compare your foreign intervention decisions to historical events \| (25 min) \| Purpose: Students unpack the historical events behind the scenario, the foreign policy decisions the United States made, and the impact of these decisions on people. You might say: Over the course of the Cold War, both the United States and the Soviet Union tried to secure influence over other countries so that they would have more power than the other. This resulted in them making a number of interventions abroad, many of which began with a series of events similar to the ones described in your simulation scenario. We will look at some of these events and consider the real-life impact of U.S. interventions abroad during this time period. Then, we will compare the decisions made by policymakers to the ones you made during the simulation, as well as the predictions you made about the impact on people in the United States and people in the target country. [Slide 21] Facilitate small-group learning and discussion. - Distribute one foreign intervention decision from the Foreign Intervention Decisions handout to each group. You might choose to distribute these according to the mode(s) of intervention selected by each group, by ability level based on your assessment of the materials, or randomly. - Distribute a Foreign Intervention Comparison handout to each student. - Read the instructions on the slide. - With your group, explore your foreign intervention decision. - Discuss and respond to the questions on your handout: - What mode(s) of intervention did the United States use? - What actions did the United States take? - What impact did those actions have on people in the United States? - What impact did those actions have on people abroad? - How did this historical decision and its impacts compare to the decision and predictions you made during the simulation? - When students are done, sort them into new groups. - Instruct students to discuss their responses in their new groups. [Slide 22] Facilitate a whole-class discussion. - Bring the whole class back together for a discussion. Ask: - What is right and wrong when it comes to foreign intervention? - What role does power play when a country chooses to intervene in the affairs of other countries? - Do the real-life events support your group’s foreign intervention decision or make you think differently about your decision? - When and how do you think the United States should intervene in other countries in the future? \| Step 4: Complete a Know & Need to Know chart \| (15 min) \| Purpose: Students summarize their learning so far in the unit and consider what they still need to learn to complete a successful final product. [Slide 23] Introduce students to the final product rubric. - Distribute the Video Essay Rubric and review the criteria in the “Award-winning video essayist” column. - Invite students to ask clarifying questions about the criteria. If needed, add further detail to the rubric. [Slide 24] Support teams creating their Know & Need to Know charts. You might say: In your video essay teams, work together to create a Know & Need to Know chart for this unit. What do you know about what we will be doing in this unit, based on our first module? What do you still need to know? - Distribute the Know & Need to Know chart to student teams and review the directions. - Provide teams time to work together, then invite teams to share with the class. - Record what students know and what questions students have on a class Know & Need to Know chart. Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart provides an opportunity for students to track how their thinking changes over time on a whole-class level. For project-based learning units, the chart helps leverage students’ ideas about the connections between the content they are learning and their product work. To learn more about Know & Need to Know charts in project-based learning, read about how to use students’ questions for planning and assessment at PBLWorks. \| Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Module 2 Overview: Major Conflicts Module Overview Module 2: Major Conflicts Voices From War, Voices for Justice Unit Driving Question Should the United States intervene in foreign affairs? Module Driving Question How do people experience international conflicts? Module Overview In this module, students investigate the causes, consequences, and injustices of major international conflicts in which the United States intervened from the 1950s through 2021. To understand the impact of these conflicts on people, students analyze photographs and oral histories for evidence of a wide range of experiences and perspectives. In Lesson 2.1, students learn about the Korean War through a set of photographs and the oral history of Hyunsook Lee, a Korean refugee. In Lesson 2.2, students learn about the Vietnam War through a set of photographs and the oral histories of Alex Fabros, Scott Shimabukuro, Mike Nakayama, and Lily Lee Adams. In Lesson 2.3, students learn about the War in Afghanistan through a set of photographs and the oral history of Muqaddesa Yourish. Throughout these lessons, students gather evidence of how people experienced these wars and reflect upon how these perspectives challenge or reinforce their own position on U.S. intervention in future international conflicts. In Lesson 2.4, students evaluate sources that support and oppose future U.S. intervention abroad. They participate in a Structured Academic Controversy in which they use evidence from multiple sources provided throughout the unit to argue both sides of the issue of future U.S. intervention. Finally, they reflect upon their own views and beliefs about U.S. foreign policy using what they learned in Module 1. In Lesson 2.5, students use the evidence they have gathered to clearly outline their position on U.S. intervention. In Module 3, students will use their outline to storyboard, edit, and present their video essay on the issue of U.S. intervention in international conflicts. \| Lesson 2.1: Voices From the Korean War (60 minutes) \| \| Key Standards for Success Criteria D2.His.4.9-12D2.His.5.9-12D3.1.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students learn about how people experienced World War II and the Korean War and begin to gather evidence and content for their video essays through a source-set analysis. They listen to people who experienced World War II as children and gather evidence about the repercussions of war in their lives. Then, they learn about the next major conflict the United States intervened in, the Korean War, and hear from a Korean refugee about her experience. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. \| \| Lesson 2.2: Voices From the Vietnam War (55 minutes) \| \| Key Standards for Success Criteria D2.His.4.9-12D2.His.5.9-12D3.1.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students gather evidence from photographs and oral histories on the impacts of the Vietnam War. First, they analyze and sequence sources to understand the timeline of major events in the war. Then, they hear firsthand accounts of Asian Americans who served in the U.S. military during the war to understand some of the injustices and discrimination people faced at home and abroad. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts \| \| Lesson 2.3: Voices From the War in Afghanistan (55 minutes) \| \| Key Standards for Success Criteria D2.His.4.9-12D2.His.5.9-12D3.1.9-12CCSS.ELA-LITERACY.RH.11-12.1CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students gather evidence from photographs and oral histories on the impacts of the War in Afghanistan. First, they analyze and sequence sources to understand the timeline of major events in the war. Then, they hear an Afghan refugee describe her experience living and working in Afghanistan and fleeing the country due to the U.S. military withdrawal in 2021. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. \| \| Lesson 2.4: Using U.S. Power (Structured Academic Controversy) (100 minutes) \| \| Key Standards for Success Criteria D3.1.9-12CCSS.ELA-LITERACY.WHST.11-12.1CCSS.ELA-LITERACY.WHST.11-12.1.BCCSS.ELA-LITERACY.W.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students prepare for a Structured Academic Controversy discussion on whether the United States should continue to intervene in international conflicts. They analyze informational texts and data visualizations for evidence that supports or opposes the argument for more U.S. intervention in the world. Then, they use the information they have gathered over the course of Modules 1 and 2 to write evidence-based claims for and against U.S. intervention in international conflicts. Next, students use a SAC protocol to come to a consensus on the issue of U.S. intervention. Finally, they reflect on what they know and what questions they have about U.S. foreign policy and video essays, updating their Know & Need to Know charts from Lesson 1.3. \| \| Lesson 2.5: Taking a Position on a Controversial Issue (60 minutes) \| \| Key Standards for Success CriteriaD2.Civ.10.9-12D2.Civ.14.9-12D4.1.9-12CCSS.ELA-LITERACY.WHST.11-12.1.ACCSS.ELA-LITERACY.W.11-12.7Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students outline their position on the issue of future U.S. intervention in international conflicts. They first look at an example video essay to understand its different parts. Then, they draw on their beliefs and the evidence (text, photographs, oral histories, videos) that they’ve gathered to outline their position on future U.S. interventions. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.1: Voices From the Korean War Teacher Guide Lesson 2.1: Voices From the Korean War Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:How do people experience international conflicts? Learning Targets I can: Purpose In this lesson, you will learn about how people experienced World War II and the Korean War and begin to gather evidence and content for your video essay through a source-set analysis. You will listen to people who experienced World War II as children and gather evidence about the repercussions of war in their lives. Then, you will learn about the next major conflict the United States intervened in, the Korean War, and hear from a Korean refugee about her experience. Finally, you will reflect on how these perspectives on past wars influence your position on U.S. intervention in future international conflicts. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.D3.His.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| \| Lesson Overview \| \| In this lesson, students learn about how people experienced World War II and the Korean War and begin to gather evidence and content for their video essays through a source-set analysis. They listen to people who experienced World War II as children and gather evidence about the repercussions of war in their lives. Then, they learn about the next major conflict the United States intervened in, the Korean War, and hear from a Korean refugee about her experience. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Hear from people who were children in the United States during World War II \| (10 min) \| Purpose: Students connect their thinking from Module 1 to the thinking they will do in Module 2 by exploring the experiences of people who grew up during World War II. You might say: In previous lessons, we learned that World War II led to a rise in the global power of the United States. We thought about our own views and beliefs about U.S. foreign policy while exploring how the views and beliefs of people within the United States can shape U.S. foreign policy decisions. We learned about the Cold War and the different modes of intervention the United States used during that time to gain power. All this thinking helped us better understand U.S. motivations for getting involved in international conflict and reasoning for the modes of intervention selected. But with every foreign policy decision there are people impacted by the decision. Over the next three lessons, we will focus on their stories. [Slide 2] Play the video from the Ohio History Connection, “Effects of the War on Children,” in its entirety [2:52]. - Before playing the video, ask: - What do we know about life in the United States during World War II? - After playing the video, ask: - How did World War II impact children in the United States at the time? [Slide 3] Play the PsychotherapyNet video “Children of the Camps Documentary” in its entirety [1:20]. - Distribute the Voices from War Notes Organizer and review the directions. - Before playing the video, ask: - What do we know about Japanese involvement in World War II? How do you think this influenced the ways in which Japanese Americans were treated? - Possible response: The Empire of Japan attacked Pearl Harbor, a U.S. military base in the Pacific, on December 7, 1941. This resulted in widespread suspicion, prejudice, and discrimination toward Japanese Americans living in the United States at the time, which led the United States to imprison these people. - After playing the video, lead a discussion on the following question. - Ask: According to this source, how did people experience World War II in the United States? - Possible response: World War II affected everyone growing up in the United States at the time, but different groups of people experienced different effects. Some people had to ration food and deal with a changing society. Other people, such as Japanese Americans, faced far more serious consequences from the war, such as imprisonment and discrimination. - Use the Voices from War Notes Organizer Teacher Key to support students in their analysis. - As needed, update the class Know & Need to Know chart (Lesson 1.3). [Slide 4] Launch a whole-class discussion: - Ask: What do these stories tell us about the ways children experienced World War II in the United States? - Possible response: Through these stories, we see that although children might be young at times of war, they retain memories that can help us understand the impact of foreign policy on different groups of people. People who experience war in their childhoods remember living through those experiences, and those memories can impact their lives long after the events. \| Step 2: Analyze primary and secondary sources \| (20 min) \| Purpose: Students engage with a curated set of primary and secondary sources to support their understanding of the Korean War. They learn about some of the war’s causes and consequences, key events, and injustices. You might say: Last lesson, we learned about the Cold War, which began in 1947, following the end of World War II in 1945. In this lesson, we will look at the Korean War, which occurred from 1950 to 1953. In this lesson, we will look at U.S. intervention in Korea through the lens of a camera to help us understand what happened, why it happened, and how it impacted people. [Slides 5–6] Facilitate a Korean War source exploration. You might say: Although Korea existed as an independent territory ruled by a monarchy for hundreds of years, Japan annexed it (took it over) in 1910. After World War II, with Japan’s loss in the war, the Soviet Union and the United States split Korea in two, with the Soviet Union controlling the northern territory and U.S forces controlling the southern territory. The Korean War was fought between 1950 and 1953. The north, controlled by the Soviets, wanted to unite the country and create a communist government. The south, controlled by U.S. forces, wanted to unite the territory and push out Soviet communist forces. - [Slide 5] Organize students into teams. - Distribute the Korean War Analysis handout. - Direct students to Part 1 of the handout and review the directions. - Provide guidance for how much time students have to complete this part of the activity. - After students are done, lead a whole-class discussion on each of the guiding questions to establish context for the next part of the activity. - Use the Korean War Analysis Teacher Key to support student analysis. - [Slide 6] Launch source exploration. - Direct students to Part 2 of the Korean War Analysis handout and review the directions. - Distribute the Korean War Source Set, printed and cut out, to student teams. - Provide guidance for how much time students have to complete this part of the activity. - Once teams have completed their work, invite students to share with the class their responses to the prompt. - Ask: How did people experience the Korean War? - Possible response: The people who were living in what is now North and South Korea during the Korean War experienced the most severe consequences from the war. However, people today continue to experience consequences from the conflict. During the war, Korean children were separated from their families because many families were either killed or forced to flee their homes. Korean people, from both the north and the south, faced many dangers during the war, including military attacks, landmines, bombs, and torture at the hands of the opposing side. At the end of the war, the territory split in two and remains divided today. This shows us that Korean people today continue to live with the impact of this military conflict. - Use the Korean War Analysis Teacher Key to support student analysis. Teacher Tip: Do No Harm and Images of War In Module 2, students will unpack source sets for multiple wars. Before giving students these source sets, make sure to preview the images to determine whether they are appropriate for your classroom setting. These images illuminate the consequences of war and the actions taken by the U.S. military during armed conflict. However, some of these images can be difficult for students because they depict serious consequences of war, such as death. Use your discretion when deciding what sources to put in front of students and how to frame them. You can read more about considerations to make when exposing students to images of war in the Northeastern Global News article “War Is About Suffering and Death. But Should These Images Be Portrayed in the News?” \| \| Step 3: Listen to a firsthand account \| (20 min) \| Purpose: Students listen to an oral history of the Korean War to expand and deepen their understanding of how people experienced the war, including injustices and discrimination. You might say: Now, let’s hear from someone who lived in Korea before the war and fled Korea as a result of the war. Remember, our goals in this unit are to learn from the voices of war, to look at war from multiple perspectives, and to reflect on the issue of U.S. intervention in international conflicts. [Slide 7] Play the video by Bryant Lee, “Korean War Refugee” (Hyunsook Lee), in its entirety [5:32]. - Before playing the video, prompt students to get ready to take notes in Row 2 of their Voices From War Notes Organizer. - After playing the video, invite students to record and discuss their response to the prompt: - Ask: According to the source set and oral history, how did people experience the Korean War in the United States and around the world? - Then, invite students to share what they learned with an elbow partner or in small groups. Use the Voices From War Notes Organizer Teacher Key to support student sharing and discussion. [Slide 8] Revisit vocabulary. - Invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3). - Invite students to discuss the following questions in pairs, small groups, or as a whole class, depending on timing. [Slide 9] Participate in a discussion. - Ask: What mode(s) of intervention did the United States use in Korea? - Possible responses: proxy war, diplomacy - Ask: Do you think the United States should have intervened in this way? Why or why not? \| Step 4: Establish your team’s Pros and Cons Chart \| (10 min) \| Purpose: Video essay teams establish a Pros and Cons Chart that they will use in Module 3 to help them organize the content of their video essay on U.S. intervention in future conflicts. You might say: Now your team will create a Pros and Cons Chart, which will help you organize arguments and evidence for and against U.S. intervention in future international conflicts. For each war that you learn about, you will add at least 1–2 arguments supporting U.S. intervention and 1–2 arguments opposing U.S. intervention. [Slide 10] Provide teams time to add initial arguments to their chart. - Organize students into video essay teams. - Distribute the Pros and Cons Chart and review the directions. - Provide teams time to add arguments and evidence to their chart, asking them to consider new information about both World War II and the Korean War. [Slide 11] Invite students to reflect on how what they learned today has shaped their position on U.S. intervention. - Depending on how much time you have, prompt students to engage in a Think-Pair-Share, team discussion, and/or whole-class share-out. - Ask: Based on what you’ve added to your Pros and Cons Chart, how has your position evolved on the issue of U.S. intervention in international conflicts? Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.2: Voices From the Vietnam War Teacher Guide Lesson 2.2: Voices From the Vietnam War Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:How do people experience international conflicts? Learning Targets I can: Purpose In this lesson, you will gather evidence from photographs and oral histories on the impacts of the Vietnam War. First, you will analyze and sequence sources to understand the timeline of major events of the war. Then, you will hear firsthand accounts of Asian Americans who served in the U.S. military during the war to understand some of the injustices and discrimination people faced at home and abroad. Finally, you will reflect on how these perspectives on past wars influence your position on U.S. intervention in future international conflicts. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 55 minutes \| \| Standards \| \| \| D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.D3.His.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| \| \| Lesson Overview \| \| In this lesson, students gather evidence from photographs and oral histories of the impacts of the Vietnam War. First, they analyze and sequence sources to understand the timeline of major events of the war. Then, they hear firsthand accounts of Asian Americans who served in the U.S. military during the war to understand some of the injustices and discrimination people faced at home and abroad. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Analyze primary and secondary sources \| (20 min) \| Purpose: Students engage with a curated set of primary and secondary sources to support their understanding of the Vietnam War. They learn about some of the war’s causes and consequences, key events, and injustices. Students use this knowledge to revisit their team’s Know & Need to Know chart. You might say: In the previous lesson, we learned about the Korean War, which occurred from 1950 to 1953. In this lesson, we will learn about the Vietnam War, which occurred from 1955 to 1975. The Vietnam War marked a change in public opinion about U.S. intervention abroad. This war was received very differently by the American public, especially compared to World War II. We will look at this conflict through the lens of a camera to help us understand what happened, why it happened, and how it impacted people. [Slides 2–3] Facilitate students building what they know and what they need to know about the Vietnam War. - [Slide 2] Organize students into teams. - Distribute the Vietnam War Analysis handout. - Direct students to Part 1 of the handout and review the directions. - Provide guidance on how much time students have to complete this part of the activity. - After students are done, lead a whole-class discussion on each of the guiding questions to establish context for the next part of the activity. - Use the Vietnam War Analysis Teacher Key to support student analysis. - [Slide 3] Launch the source exploration. - Direct students to Part 2 of the Vietnam War Analysis handout and review the directions. - Distribute the Vietnam War Source Set, printed and cut out, to student teams. - Provide guidance on how much time students have to complete this part of the activity. - Once teams have completed their work, invite students to share with the class their responses to the prompt. - Ask: How did people experience the Vietnam War? - Possible response: Vietnamese people experienced many consequences of the war. They faced military violence, such as bombings and Agent Orange, which led to many people dying or becoming permanently injured. The war displaced many people from their homes, and people had to relocate after the war. People in the United States also experienced the ramifications of war. The U.S. government drafted people into military service, and the military’s racist policies affected Black soldiers as they served during the war. Activists in the United States worked to end U.S. involvement in the Vietnam War because of the impacts it was having on different groups of people, both inside and outside of the United States. - Use the Vietnam War Analysis Teacher Key to support student analysis. - As needed, update the class Know & Need to Know chart (Lesson 1.3.) \| Step 2: Listen to firsthand accounts \| (20 min) \| Purpose: Students listen to oral histories of the Vietnam War to expand and deepen their understanding of how people experienced the war, including injustices and discrimination. You might say: Now, let’s hear from Americans who served in the Vietnam War and learn about their experiences. Remember, our goals in this unit are to learn from the voices of war, to look at war from multiple perspectives, and to reflect on the issue of U.S. intervention in international conflicts. [Slide 4] Play the PBS video “Asian Americans Serving and Fighting in the Vietnam War” in its entirety [8:10]. - Before playing the video, prompt students to get ready to take notes in Row 3 of their Voices From War Notes Organizer (Lesson 2.1). - After playing the video, invite students to record and discuss their responses to the prompt: - Ask: According to the source set and oral histories, how did people experience the Vietnam War in the United States and around the world? - Then, invite students to share what they learned with an elbow partner or in small groups. Use the Voices From War Notes Organizer Teacher Key (Lesson 2.1) to support student sharing and discussion. [Slide 5] Revisit vocabulary. - Invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3). - Invite students to discuss the following questions in pairs, small groups, or as a whole class, depending on timing: - Ask: What mode(s) of intervention did the United States use in Vietnam? - Possible responses: proxy war, diplomacy, covert operations - Ask: Do you think the United States should have intervened in this way? Why or why not? \| Step 3: Update your team’s Pros and Cons Chart \| (15 min) \| Purpose: Teams return to the Pros and Cons Chart they established in Lesson 2.1. They add arguments for and against U.S. intervention and include evidence from oral histories and other sources they analyzed in this lesson. You might say: Now your team will add to the Pros and Cons Chart that you established in Lesson 2.1. Your goal is to add at least 1–2 arguments supporting U.S. intervention and 1–2 arguments opposing U.S. intervention. [Slide 6] Provide teams time to update their Pros and Cons Charts. - Organize students into video essay teams. - Prompt teams to get out their Pros and Cons Charts (Lesson 2.1). - Provide teams time to make updates. [Slide 7] Invite students to reflect on how what they learned today has shaped their position on U.S. intervention. - Depending on how much time you have, prompt students to engage in a Think-Pair-Share, team discussion, and/or whole-class share-out. - Ask: Based on what you’ve added to your Pros and Cons Chart, how has your position evolved on the issue of U.S. intervention in international conflicts? Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.3: Voices From the War in Afghanistan Teacher Guide Lesson 2.3: Voices From the War in Afghanistan Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:How do people experience international conflicts? Learning Targets I can: Purpose In this lesson, you will gather evidence from photographs and oral histories on the impacts of the War in Afghanistan. First, you will analyze and sequence sources to understand the timeline of major events of the war. Then, you will hear an Afghan refugee describe her experience living and working in Afghanistan and fleeing the country due to the U.S. military withdrawal in 2021. Finally, you will reflect on how these perspectives on past wars influence your position on U.S. intervention in future international conflicts. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 55 minutes \| \| Standards \| \| \| D2.His.4.9-12: Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.D2.His.5.9-12: Analyze how historical contexts shaped and continue to shape people’s perspectives.D3.His.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| \| \| Lesson Overview \| \| In this lesson, students gather evidence from photographs and oral histories on the impacts of the War in Afghanistan. First, they analyze and sequence sources to understand the timeline of major events of the war. Then, they hear an Afghan refugee describe her experience living and working in Afghanistan and fleeing the country due to the U.S. military withdrawal in 2021. Finally, they reflect on how these perspectives on past wars influence their position on U.S. intervention in future international conflicts. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Analyze primary and secondary sources \| (20 min) \| Purpose: Students engage with a curated set of primary and secondary sources to support their understanding of the War in Afghanistan. They learn about some of the war’s causes and consequences, key events, and injustices. Students use this knowledge to revisit their team Know & Need to Know charts. You might say: In the previous lesson, we learned about the Vietnam War, which occurred from 1955 to 1975. In this lesson, we will learn about the War in Afghanistan, which occurred from 2001 to 2021. It is often forgotten that the Soviet Union intervened in Afghanistan before the United States. This history highlights the enduring narrative of the Soviet Union (now Russia) and the United States intervening in international conflicts over and over again since World War II and the Cold War. Like in the two previous lessons, we will look at this conflict through the lens of a camera to help us understand what happened, why it happened, and how it impacted people. [Slides 2–3] Facilitate students building what they know and what they need to know about the War in Afghanistan. - [Slide 2] Organize students into teams. - Distribute the War in Afghanistan Analysis handout. - Direct students to Part 1 of the handout and review the directions. - Provide guidance on how much time students have to complete this part of the activity. - After students are done, lead a whole-class discussion on each of the guiding questions to establish context for the next part of the activity. - Use the War in Afghanistan Analysis Teacher Key to support student analysis. - [Slide 3] Launch the source exploration. - Direct students to Part 2 of the War in Afghanistan Analysis handout and review directions. - Distribute the War in Afghanistan Source Set, printed and cut out, to student teams. - Provide guidance on how much time students have to complete this part of the activity. - Once teams have completed their work, invite students to share with the class their responses to the prompt. - Ask: How did people experience the War in Afghanistan? - Possible response: The War in Afghanistan impacted many groups of people. People in the United States experienced this conflict through the lens of 9/11, a terrorist attack that killed close to 3,000 Americans. The events of 9/11 led the United States to invade Afghanistan. Afghan people experienced the impact of a military intervention on their land. The war destroyed cities and killed many Afghan people. Many Afghan people also fled their homes and were forced to resettle in new territories. Afghan people today continue to feel the effects of the invasion as forces continue to fight for control of the territory. U.S. soldiers also experienced the negative consequences of war. They faced constant attack and many of them were killed. - Use the War in Afghanistan Analysis Teacher Key to support student analysis. - As needed, update the class Know & Need to Know chart you established in Lesson 1.3. \| Step 2: Listen to a firsthand account \| (20 min) \| Purpose: Students listen to an oral history of the War in Afghanistan to expand and deepen their understanding of how people experienced the war, including injustices and discrimination. You might say: Now, let’s hear from someone who lived in Afghanistan during the war and fled her country when the U.S. military ended its operation in Afghanistan after 20 years. Remember, our goals in this unit are to learn from the voices of war, to look at war from multiple perspectives, and to reflect on the issue of U.S. intervention in international conflicts. [Slide 4] Play the PBS NewsHour video “One Afghan Refugee on Her ‘Desperate Hope’ for Her Homeland, Life in the U.S.” in its entirety [7:57]. - Before playing the video, prompt students to get ready to take notes in Row 4 of their Voices From War Notes Organizer (Lesson 2.1). - After playing the video, invite students to record and discuss their responses to the prompt: - Ask: According the source set and oral history, how did people experience the War in Afghanistan in the United States and around the world? - Then invite students to share what they learned with an elbow partner or in small groups. Use the Voices From War Notes Organizer Teacher Key (Lesson 2.1) to support student sharing and discussion. [Slide 5] Revisit vocabulary. - Invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3.) - Invite students to discuss the following questions in pairs, small groups, or as a whole class, depending on timing. - Ask: What mode(s) of intervention did the United States use in Afghanistan? - Possible responses: war, humanitarian aid, diplomacy, economic/political action - Ask: Do you think the United States should have intervened in this way? Why or why not? \| Step 3: Update your team’s Pros and Cons Chart \| (15 min) \| Purpose: Teams return to the Pros and Cons Chart they established in Lesson 2.1. They add arguments for and against U.S. intervention and include evidence from oral histories and other sources they analyzed in this lesson. You might say: Now your team will add to the Pros and Cons Chart that you established in Lesson 2.1. Your goal is to add at least 1–2 arguments supporting U.S. intervention and 1–2 arguments opposing U.S. intervention. [Slide 6] Provide the teams time to update their Pros and Cons Charts. - Organize students into video essay teams. - Prompt teams to get out their Pros and Cons Charts (Lesson 2.1). - Provide the teams time to make updates. [Slide 7] Invite students to reflect on how what they learned today has shaped their position on U.S. intervention. - Depending on how much time you have, prompt students to engage in a Think-Pair-Share, team discussion, and/or whole-class share-out. - Ask: Based on what you’ve added to your Pros and Cons Chart, how has your position evolved on the issue of U.S. intervention in international conflicts? Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.4: Using U.S. Power Teacher Guide Lesson 2.4: Using U.S. Power (Structured Academic Controversy) Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:What values, beliefs, and events have influenced U.S. interventions abroad? Learning Targets I can: Purpose In this lesson, you will prepare for a Structured Academic Controversy discussion on whether the United States should continue to intervene in international conflicts. You will analyze informational texts and data visualizations for evidence that supports or opposes the argument for more U.S. intervention in the world. Then, you will use the information you have gathered over the course of Modules 1 and 2 to write evidence-based claims for and against U.S. intervention in international conflicts. Next, you will use the Structured Academic Controversy protocol to come to a consensus on the issue of U.S. intervention. Finally, you will reflect on what you know and what questions you have about U.S. foreign policy and video essays, updating your team Know & Need to Know chart. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 100 minutes \| \| Standards \| \| \| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D3.11-12.1: Evaluate the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order or disorder. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.WHST.11-12.1.B: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| \| Lesson Overview \| \| In this lesson, students prepare for a Structured Academic Controversy discussion on whether the United States should continue to intervene in international conflicts. They analyze informational texts and data visualizations for evidence that supports or opposes the argument for more U.S. intervention in the world. Then, they use the information they have gathered over the course of Modules 1 and 2 to write evidence-based claims for and against U.S. intervention in international conflicts. Next, students use the Structured Academic Controversy protocol to come to a consensus on the issue of U.S. intervention. Finally, they reflect on what they know and what questions they have about U.S. foreign policy and video essays, updating their team Know & Need to Know charts that they started in Lesson 1.3. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Reflect on your views of U.S. foreign policy \| (10 min) \| Purpose: Before students analyze sources that they will use in the Structured Academic Controversy, they reflect on their personal views and beliefs about the issue. [Slide 2] Play the Reuters video “Trump vs. Biden on Foreign Policy” in its entirety [3:46] to provide students with information about the foreign policy debate during the 2020 presidential election. [Slide 3] Facilitate a silent reflection on students’ personal views of U.S. involvement in the world. Ask: - What are your views and beliefs about U.S. intervention in international conflicts? - Do you think the United States should intervene in international conflicts in the future? You might say: In this unit, we are not only learning about U.S. foreign policy decisions from the past but also analyzing those decisions and their impacts to help us understand when the United States should intervene in future international conflicts. As members of society, our views can help inform government action. Today, we will look at secondary sources that provide evidence that supports and opposes future intervention. In this lesson, we will use this evidence to engage in a Structured Academic Controversy discussion on this issue. \| Step 2: Analyze multiple perspectives on U.S. intervention \| (20 min) \| Purpose: Students prepare for the Structured Academic Controversy by analyzing secondary sources to gather information for and against U.S. intervention in international conflicts. You might say: In this lesson, you will craft arguments that support and oppose future U.S. intervention. To have a meaningful argument for both sides of the issue, we need to gather evidence. We will be looking at four different sources. You will read and analyze each source, then evaluate the evidence you have gathered to determine whether you will use it in your argument. [Slide 4] Facilitate and support student analysis of secondary sources: - Distribute the Using U.S. Power Source Analysis handout and review the directions with students. - Optional: Use the Using U.S. Power Source Analysis Teacher Key to analyze the first source with students or model how to analyze the source. - Give students guidance on how much time they have to read through each source and answer the source analysis questions. - Use the Using U.S. Power Source Analysis Teacher Key to support student analysis of the sources. \| Step 3: Participate in a Structured Academic Controversy \| (55 min) \| Purpose: Students evaluate whether the United States should intervene in future international conflicts by using evidence from primary and secondary sources to argue for both sides of the issue. You might say: There are differing opinions on whether the United States should continue to intervene in international conflicts. When we develop opinions on complex issues like this, it’s important to do so using evidence. It’s also important to examine both sides of the argument and consider views that are different than our own. Our views and opinions might not change, but by thinking critically about the issue, our arguments become stronger. Today we will engage in an evidence-based discussion that invites us to really listen to the arguments that other people are making. It’s called a Structured Academic Controversy. [Slide 5] Help students organize their materials from the unit: - Prompt students to have their completed Pros & Cons Charts (Lessons 2.1) accessible. - Prompt students to take out the source sets from throughout Module 2 (and Module 1, if desired), or distribute copies of these sources for students to reference. - Distribute the Structured Academic Controversy handout and review the directions with students. [Slide 6] Explain to students how the Structured Academic Controversy works: - Break up students into groups of four (quads). - Split each quad into pairs. - Assign each pair within each quad a side (Side A or Side B). - Each side reads their assigned claim: - Side A: Yes, the United States should continue to intervene in international conflicts. - Side B: No, the United States should not continue to intervene in international conflicts. - Each pair works together to formulate one argument for their side using evidence from the Using U.S. Power Source Analysis handout and Pros & Cons Chart (Lesson 2.1). - Provide guidance on how much time students have to work on their argument for their assigned side. - Distribute the Structured Academic Controversy Sentence Stems handout and invite students to take out their Modes of Intervention Vocabulary handouts (Lesson 1.3) for reference. - The two pairs in the quad come together to discuss. - Side A goes first; Side B listens and takes notes on anything Side A says that they want to keep track of. - Side B restates Side A’s argument until Side A feels satisfied that Side B really understands their argument, then Side B can present their argument. - Side B goes second; Side A listens and takes notes on anything Side B says that they want to keep track of. - Side A restates Side B’s argument until Side B is satisfied that Side A really understands their argument. - Then, the pairs switch sides. Students go through the entire process again, arguing the opposite claim (using the part of the Structured Academic Controversy handout that they did not originally use). [Slide 7] Launch the Structured Academic Controversy and provide time checks: - Edit this slide based on how much time you have for the activity. - Provide time checks so students clearly know: - when they should annotate sources and craft their initial argument - when they should start their first round of discussion - when they should annotate sources and craft their argument for the opposing view - when they should start their second round of discussion - when they should finish the activity [Slide 8] Stop the Structured Academic Controversy and ask students to come to a consensus: - Explain that ALL group members of a four-person group must agree on an answer to the question: Should the United States intervene in future international conflicts? Prompt students to write their consensus in the Consensus box on their Structured Academic Controversy handouts. - If students are unable to come to a consensus, they must agree on what is preventing agreement. - Ask: Where are you stuck? Why can you not agree? - Then, prompt students to write the barriers to consensus in the Consensus box. [Slide 9] Reflect on the Structured Academic Controversy. - After consensus is reached, have students reflect individually on the experience. Ask: - Did your views and beliefs about U.S. foreign policy change? Did they remain the same? - Then, have students reflect on the Structured Academic Controversy process itself. Ask: - What did it feel like to argue both sides? - What did you learn from your peers? - Why is it important to listen before speaking? You might say: The Structured Academic Controversy protocol allows us to access the nuances of complicated issues, such as U.S. foreign policy. Later in this unit, you will create video essays. In these video essays, you will investigate an example of U.S. intervention in an international conflict. As your team creates a video essay, you can lean on the skills you learned during this activity. What are the arguments on both sides of the issue that you are highlighting? What evidence do you have to back up the claim that you are making in your video essay? And how does analyzing the arguments of both sides strengthen the message that you are trying to send? \| Step 4: Revisit your Know & Need to Know chart \| (15 min) \| Purpose: Students reflect on what they have learned about U.S. foreign policy and how the skills they have practiced can be used to create a video essay. Then, they come up with questions they still have about U.S. foreign policy and creating a video essay. [Slide 10] Support teams reviewing and updating their Know & Need to Know charts. You might say: In your video essay teams, work together to review and update your Know & Need to Know charts for this unit. What do you know about what we will be doing in this unit based on Module 2? What do you still need to know? - Invite students to take out their team’s Know & Need to Know charts (Lesson 1.3). - Provide teams time to review and update their charts together, then invite teams to share with the class. - Update what students know and what questions students have on your class Know & Need to Know chart. Teacher Tip: Tracking and Resolving Questions With a Know & Need to Know Chart A Know & Need to Know chart provides an opportunity for students to track how their thinking changes over time on a whole-class level. For project-based learning units, the chart helps leverage students’ ideas about the connections between the content they are learning and their project work. To learn more about Know & Need to Know charts in project-based learning, read about how to use students’ questions for planning and assessment from PBLWorks. \| Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.5: Taking a Position on a Controversial Issue Teacher Guide Lesson 2.5: Taking a Position on a Controversial Issue Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:How do people experience international conflicts? Learning Targets I can: Purpose In this lesson, you will outline your position on the issue of future U.S. intervention in international conflicts. You will first look at an example video essay to understand its different parts. Then, you will draw on your beliefs and the evidence (text, photographs, oral histories, videos) that you’ve gathered to outline your position on future U.S. interventions. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.Civ.10.9-12: Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.D2.Civ.14.9-12: Analyze historical, contemporary, and emerging means of changing societies, promoting the common good.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. \| \| \| CCSS.ELA-LITERACY.WHST.11-12.1.A: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.CCSS.ELA-LITERACY.W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| \| Lesson Overview \| \| In this lesson, students outline their position on the issue of future U.S. intervention in international conflicts. They first look at an example video essay to understand its different parts. Then, they draw on their beliefs and the evidence (text, photographs, oral histories, videos) that they’ve gathered to outline their position on future U.S. interventions. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Identify the components of a video essay \| (20 min) \| Purpose: Students learn about the basic structure and flow of a video essay by watching an example video essay on an international conflict that the United States was involved in. You might say: Video essays are creative and expressive. They allow us to use video-making skills to help others form a new understanding of something. Today, we will look at an example of a video that takes a position on U.S. intervention in an ongoing conflict abroad. We will examine this perspective to learn about the basic structure and flow of a video essay that takes a position on the issue of war. Later in this lesson, you will use this same basic structure and flow to outline your position on U.S. intervention in future international conflicts. [Slide 2] Review the final product rubric. - Invite students to review the Video Essay Rubric (Lesson 1.3) and ask clarifying questions. If needed, add further detail to the rubric. [Slides 3–5] Introduce students to the basic structure and flow they will follow to outline their position. - [Slide 3] Distribute the Video Essay Outline handout to students. - Instruct students to take notes on the structure and flow they observe in the video. - Play the Telegraph video “Arnold Schwarzenegger Tells Putin to ‘Stop This War’” in its entirety [9:17]. Consider pausing the video every couple of minutes to let students take notes. - [Slide 4] After the video, ask: - What parts of Schwarzenegger’s video essay were most engaging? And why? - What is Schwarzenegger’s position on war? How do you know? - [Slide 5] Revisit the class Know & Need to Know chart (Lesson 1.3). Ask: - What questions do you have about outlining your position on the issue of future U.S. intervention? \| Step 2: Outline your position \| (40 min) \| Purpose: Students reflect on their values and beliefs and draw on their notes, source sets, and Pros and Cons Charts to outline their position on the issue of U.S. intervention in future international conflicts. [Slide 6] Give instructions and provide support. - Invite students to join their video essay teams. - Distribute a new, blank copy of the Video Essay Outline handout to each team and review the directions with students. - Provide time checks: Give students a time check after 20 minutes. You can use a visual cue, such as a countdown timer on the board or an alarm, to help students pace themselves during their work time. - 1:1 conferencing: Schedule a 5-minute meeting with each student in advance of this lesson. Meet with each student individually. Use this time to offer feedback or answer questions. [Slide 7] Facilitate a Turn-and-Talk: - Invite students to share their positions on the issue of U.S. intervention in future international conflicts with a partner. - Set a timer and give each student 1 minute to share. - Afterward, remind students that in the next lesson, they will start designing their video essay by storyboarding their argument and content. Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Module 3 Overview: Video Essays Module Overview Module 3: Video Essays Voices From War, Voices for Justice Unit Driving Question Should the United States intervene in foreign affairs? Module Driving Question How can we use video essays to educate youth about the impacts of U.S. foreign policy? Module Overview In this module, students create their video essays. They explore different moments of U.S. intervention in international conflicts and create video essays that outline clear positions on the events they are highlighting. In Lesson 3.1, students work in teams to outline the narrative arcs of the stories they want to tell through their video essays. They use their narrative arcs to create detailed storyboards for their video essays, thinking through the visual and oral components of their pieces. In Lesson 3.2, students record the audio components of their video essays. In Lesson 3.3, students create first drafts of their video essays by aligning their audio recordings to the visual resources they selected. They workshop the first drafts of their video essays in peer review groups. Then, they use the feedback they received to finalize their video essays. In Lesson 3.4, students share their video essays with their classroom community and learn about the final products that other teams created. They reflect on the video essays presented by their peers. Then, they participate in a community discussion about the process of creating video essays and on their overall views and beliefs about U.S. foreign policy after finishing the unit. \| Lesson 3.1: Storyboard Your Video Essay (120 minutes) \| \| Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students plan the narrative arcs and storyboards of their final video essays. They work in project teams to diagram the flow of their video essays and to gather the resources that they will use to tell that story. Then, they work on their storyboards, organize their resources, sketch the flow of their stories, and write basic scripts. Finally, students check in with their teams and create checklists to prepare to record and edit their video essays in the next lesson. \| \| Lesson 3.2: Record Your Video Essay (60 minutes) \| \| Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students use their storyboards and scripts to record the audio for their video essays. They begin to edit their video essays and check in on their progress as teams. \| \| Lesson 3.3: Edit and Workshop Your Video Essay (120 minutes) \| \| Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students work in their video essay teams to edit their video essays and add visuals to the audio recordings they created in the previous lesson. Then, they pair up with another video essay team and share their drafts to receive feedback. They give the teams they have been paired with feedback on their drafts. Finally, they meet in their teams to review the feedback they received before finalizing their video essays. \| \| Lesson 3.4: Host a Screening (60 minutes) \| \| Key Standards for Success Criteria D3.1.9-12D4.1.9-12CCSS.ELA-LITERACY.W.11-12.6 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students share the video essays that they created in their project teams with the class. They hear from other teams and watch the video essays other teams created before giving meaningful feedback. Then, they reflect on their experiences creating a video essay and their views and beliefs about U.S. foreign policy. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.1: Storyboard Your Video Essay Teacher Guide Lesson 3.1: Storyboard Your Video Essay Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy? Learning Targets I can: Purpose In this lesson, you will plan the narrative arc and storyboard of your final video essay. You will work in your project team to diagram the flow of your video essay and to gather the resources that you will use to tell that story. Then, you will work on your storyboard, organize your resources, sketch the flow of your story, and write a basic script. Finally, you will check in with your team and create a checklist to prepare to record and edit your video essay in the next lesson. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 120 minutes \| \| Standards \| \| \| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. \| \| \| CCSS.ELA-LITERACY.W.11-12.6: 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. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| \| Lesson Overview \| \| In this lesson, students plan the narrative arcs and storyboards of their final video essays. They work in project teams to diagram the flow of their video essays and to gather the resources that they will use to tell that story. Then, they work on their storyboards, organize their resources, sketch the flow of their stories, and write basic scripts. Finally, students check in with their teams and create checklists to prepare to record and edit their video essays in the next lesson. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Diagram your narrative arc \| (40 min) \| Purpose: Students review their outlines from Lesson 2.4 and build the narrative arcs of the stories they are planning to tell in their video essays. They identify the beginning, middle, and end of their stories and consider ways to convey their intended message through the narrative arc. Then, they select resources (images, videos, and evidence) for their final video essays. You might say: In our last lesson, you worked to create an outline and think through the content of your video essay. You identified the conflict that you want to highlight and the format that you want to use. Today, you will use your outline to create a narrative arc, and then you will use that narrative arc to create a storyboard that will guide your creation of your final video essay. [Slide 2] Lead a discussion on the components of a successful video essay. - Play the video from the Ellen MacArthur Foundation “Explaining the Circular Economy and How Society Can Re-Think Progress” in its entirety [3:48]. - Invite students to discuss the following questions: - Ask: What is the intended message of this video essay? What do they ask of their audience? - Potential response: The intended message is that a circular economy is a better, more sustainable model for our society and planet. The creators of this video are asking their audience to rethink our consumption model. - Ask: What is the flow of the story? How is it structured with a beginning, middle, and end? - Potential response: The video starts by defining key terms before stating the claim that humanity’s current approach to waste is unsustainable. Then it provides examples of alternative approaches. This clearly communicates a message to the audience. The beginning of the video provides context, the middle of the video describes the problem, and the end of the video offers solutions. You might say: Thinking through the narrative arc of our video essay can help us tell clear and compelling stories. Even when telling nonfiction stories, we need to think about the flow of how we present information to our audience. We want them to walk away with an important message, and thinking about the structure of that message can make it more effective. [Slide 3] Give instructions and provide support. - Distribute the Narrative Arc Organizer and review the directions for Part 1. - Invite students to work in video essay teams to discuss and create the narrative arcs of their video essays. - Then, invite students to complete Part 2 of the handout by selecting the resources that they will use to tell their stories. - Check in with students as they complete their narrative arcs and help them identify the most effective content for their intended stories using the list of resources on their handout. Teacher Tip: Dual Language Video Essays You can allow students to record their video essays in their native language and include English subtitles, record in English and include subtitles in their native language, or record using a mix of two or more spoken and written languages. This can help newcomers and beginning multilingual learners engage with the content at grade level while still practicing their speaking and writing skills. \| \| Step 2: Create your storyboard \| (60 min) \| Purpose: Students get more specific about their vision for their video essays by using their narrative arcs to create storyboards. They organize their resources and sketch out the visual order of their resources. Then, they write basic scripts to use for their recording session next class. You might say: Now that we have thought about the overarching structure of our story (the beginning, middle, and end), we can build on that structure and create storyboards for our video essays. Our storyboards will help us get more detailed and organized with the resources we have selected for our video essays. We will lay out the flow of these resources and match them with scripts. Before we create our storyboards, let’s learn a little more about them. [Slide 4] Lead a discussion on the purpose of storyboarding. - Play the video from Wave.video “How to Make a Storyboard for a Video in 6 Steps” in its entirety [5:14]. - Invite students to discuss the following question: - Ask: How can creating a storyboard help us tell a clear and compelling story through our video essay? - Potential response: A storyboard will help us get organized and detailed about the flow of the story we are trying to tell. It allows us to think through the most effective images and words to get our intended message across to our audience. Also, it provides a structure we can use when we are recording and editing our videos. [Slide 5] Give instructions and provide support. - Distribute the Storyboard handout. - Invite students to work in video essay teams to create the storyboards for their video essays. - Direct students to start by sketching out their stories using the resources that they selected when they created their narrative arcs. - Then, invite students to write basic scripts under each frame. Invite them to be as detailed as they wish based on the needs of the team, but let them know that they can use their storyboards as they record themselves in the next lesson. - Tell students that they can use as many frames as necessary to storyboard their video essays but the final product should be 3–5 minutes long. \| Step 3: Create a checklist \| (20 min) \| Purpose: Students check in as a team and review the final product rubric. They create a plan for any work they need to complete to prepare to record their video essays. You might say: Next time we meet, we will record and edit our video essays. We will use most of our time working through the technical part of this project, so it’s important that we come in with detailed plans for our video essays. Let’s spend a few minutes reviewing the work we have completed so far and identifying anything that needs to get done before the next stage. [Slide 6] Give instructions and provide support. - Invite students to review the Video Essay Rubric (Lesson 1.3). - Invite students to consider the following questions: - Is the flow of your story fully planned out? Does your storyboard need more detail? - Do you have a clear script for your recording? Does your script need more detail, or are you ready to record using what you have written so far? - Are there any missing images/videos/pieces of evidence that you want to include in your video essay? What is your plan to gather any missing components? - Is there anything else that you want to discuss with your team before recording and editing? Teacher Tip: MLA, APA, or Chicago Citations The rubric for this project asks students to cite their sources in either MLA, APA, or Chicago format. You can change this guidance to match the citation format that you are already using in your classroom. If you have not worked on citations with students, use the following resources from Purdue OWL for more guidance: \| Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.2: Record Your Video Essay Teacher Guide Lesson 3.2: Record Your Video Essay Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy? Learning Targets I can: Purpose In this lesson, you will use your storyboard and script to record the audio for your video essay. You will begin to edit your video essay and check in on your progress as a team. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. \| \| \| CCSS.ELA-LITERACY.W.11-12.6: 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. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| \| Lesson Overview \| \| In this lesson, students use their storyboards and scripts to record the audio for their video essays. They begin to edit their video essays and check in on their progress as teams. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Record your audio \| (30 min) \| Purpose: Students record the audio for their video essays. You might say: In our last lesson, you worked to create storyboards for your video essays. At this point in our project timeline, you have also decided what video essay format you will use. Regardless of the format you chose, you need to record an audio file that you can use as the foundation of your video essay. Today, you will record those audio files. Then, in our next lesson, you will use those audio files and add the visual components of your video essays. [Slide 2] Provide guidance and support as students record audio. - Inform students of which video-recording platform they will be using to create their video essays. - Direct students to articles and videos where they can find support on editing. - Provide guidance on where students should gather as teams to record audio for their video essays. - Provide guidance on the technology that students will use (video-recording platform, laptops, headphones, etc.). - Inform students of how much time they have to work on their recordings. - Let students know that their audio files should be 3–5 minutes long, so they have time to listen to their recordings and re-record portions as needed. - Conference with teams to help them through any sticking points with their recordings. Teacher Tip: Recording Clear Audio Consider the following best practices to support students in creating a clear audio file: \| Teacher Tip: Dual Language Video Essays You can allow students to record their video essays in their native language and include English subtitles, record in English and include subtitles in their native language, or record using a mix of two or more spoken and written languages. This can help newcomers and beginning multilingual learners engage with the content at grade level while still practicing their speaking and writing skills. \| \| Step 2: Use flexible time to work on your video essay \| (30 min) \| Purpose: Video essay teams might be at different stages of their final product at this point in the project timeline. Some teams might be ready to record right away, so they might use this time to begin editing their audio files and video essays. Some teams might need more preparation before they begin recording. In this step, students receive guidance on how they might utilize flexible work time to support their final products. You might say: You have some time today outside of the audio recording to use to create your video essay. You can decide how you want to use this flexible time as a team given where you are in the process. [Slide 3] Provide guidance on what students can work on while others record. Explain that they may use this flexible time to: - Continue to finalize and practice their scripts before recording. - Continue recording their audio and fix any recording mistakes they might have made. - Preview other video editing resources in preparation for next lesson’s video editing session. - Begin editing their audio: - Cut audio files and create a final audio file. - Reduce background noise. - Add music or sound effects. - Begin matching audio to visuals on your video-recording platform. Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.3: Edit and Workshop Your Video Essay Teacher Guide Lesson 3.3: Edit and Workshop Your Video Essay Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy? Learning Targets I can: Purpose In this lesson, you will work in your video essay team to edit your video essay and add visuals to your audio recording from the previous lesson. Then, you will pair up with another video essay team and share your draft to receive feedback. You will give the team you have been paired with feedback on their draft. Finally, you will meet in your team to review the feedback you received before finalizing your video essay. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 120 minutes \| \| Standards \| \| \| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. \| \| \| CCSS.ELA-LITERACY.W.11-12.6: 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. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students work in their video essay teams to edit their video essays and add visuals to their audio recordings from the previous lesson. Then, they pair up with another video essay team and share their drafts to receive feedback. They give the team they have been paired with feedback on their draft. Finally, they meet in their teams to review the feedback they received before finalizing their video essays. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Edit your video essay \| (60 min) \| Purpose: Students edit their video essays by combining their audio recordings from Lesson 3.2 with the visual resources they have selected. You might say: In the previous lesson, you worked to create the audio for your video essay. In this next phase, you will connect the audio to the visual components of your video essay. You will edit a draft of your video essay (with both audio and visual components) before pairing off with another team and completing a round of peer feedback. Then, you will finalize your video essay. [Slide 2] Provide guidance and support. - Share the following information: - Let students know where they should gather as teams to edit their video essays. - Direct students to articles and videos where they can find support on editing. - Let students know how much time they have to work on their first round of editing and inform them that they will have more time to finalize their video essays after peer review. - Remind students that their video file should be 3–5 minutes. - Conference with teams to help them through any sticking points in their editing. \| Step 2: Workshop your video essay draft \| (20 min) \| Purpose: Students share their drafts of their video essays with another project team and receive feedback. You might say: Now that we have the first drafts of our video essays, it’s time to get some in-the-moment feedback! When other video artists look at our work and offer feedback, it’s called a workshop. So, we are going to have a workshop where you work with another team to review the work you have done so far and offer suggestions to make your video essays even stronger. [Slide 3] Distribute the Video Essay Peer Review handout. - Provide guidance on which teams will be working together. [Slide 4] Provide timing for the peer review cycle. - Provide students with information about how much time they have for each peer review cycle based on your remaining class time. - Tell students when it’s time to switch between teams. - Inform students that each person must fill out Part 1 of their Video Essay Peer Review handout for the other team. - After both teams have shared and received feedback, instruct students to give each other the feedback forms they completed for the team they were paired with. \| Step 3: Finalize your video essay \| (40 min) \| Purpose: Students review and apply peer feedback to create the final drafts of their video essays. You might say: Now that you have participated in the peer feedback process, you have a lot of notes to review with your team! You will review the feedback forms you received during your workshop and decide what feedback you will apply. Then, you will work together to finalize your video essay. [Slide 5] Facilitate a reflection and prioritization of peer feedback. - Invite teams to discuss the following questions as they reflect on their feedback, using Part 2 of the Video Essay Peer Review handouts: - What feedback did we receive that we can address quickly and right away? - What feedback did we receive that would require us to rewrite a major part of our storyboard? How should we address this feedback? - What feedback did we receive that would require us to add an entirely new part to our video essay? How do we plan to address this feedback? - Invite teams to share up to three changes they are making based on peer feedback. [Slide 6] Provide further guidance and support. - Check in on student progress and determine how much time students need in class to finish their video essays. - Inform students how much work time they have left to finish their video essays and where you would like them to upload their final video essays. Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.4: Host a Screening Teacher Guide Lesson 3.4: Host a Screening Voices From War, Voices for Justice Unit Driving Question:Should the United States intervene in foreign affairs? Module Driving Question:How can we use video essays to educate youth about the impacts of U.S. foreign policy? Learning Targets I can: Purpose In this lesson, you will share the video essay that you created in your project team with your class. You will hear from other teams and watch the video essays they created before giving meaningful feedback. Then, you will reflect on your experience creating a video essay and your views and beliefs about U.S. foreign policy. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D3.1.9-12: Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.D4.1.9-12: Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. \| \| \| CCSS.ELA-LITERACY.W.11-12.6: 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. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students share the video essays that they created in their project teams with the class. They hear from other teams and watch the video essays other teams created before giving meaningful feedback. Then, they reflect on their experiences creating a video essay and their views and beliefs about U.S. foreign policy. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Share your video essay with your community \| (40 min) \| Purpose: Students share their final video essays. You might say: The time is finally here to share all the hard work that you have done in your video essay teams! Today you will present your final products to your peers and give one another feedback. Then, we will participate in a discussion where we reflect on all that we learned in this unit and in the process of creating our video essays. [Slide 2] Provide guidance and support. - Distribute the Video Essay Peer Reflection. - Provide guidance on presentation structure. - Provide guidance on the community involvement plan for your class. - Let students know how much time they have to complete their peer reflections. Teacher Tip: Ideas for Sharing Video Essays With Youth and Community The Module 3 driving question asks how we can use video essays to educate youth about the ramifications of U.S. foreign policy. This creates a great opportunity for students to share their final products with community members, especially youth in their school community. Consider the following ideas to share this work with others: \| Teacher Tip: Managing Audience Questions and Feedback When students share their work at an event attended by parents, school staff, other students, outside experts, and/or community members, the audience may need support with asking good questions. Some people may not know what questions to ask or may ask questions that are too challenging or complicated—or even inappropriate. For example, someone might ask students to comment on an aspect of history they did not study, ask about a sensitive personal or political topic, or ask a question in a way that your students find difficult to understand or answer.If one of these questions arises, you can reframe it for students or ask the audience member to clarify. For some questions, you may even have to say something like, “That’s a good question, but it’s not something we can answer.” Consider giving the audience a handout with suggestions for the kinds of questions they might ask, such as “What’s the most important thing you learned?” “What challenges did you face and how did you overcome them?” and “Could you explain more about…?”Audience feedback is good for students to hear and can be a valuable part of your assessment strategy. However, guests may offer only general praise, not specific feedback, and typically don’t want to sound too critical. Distribute the Video Essay Rubric (Lesson 1.3) to outside guests so they can orient to the project and provide relevant feedback. \| \| Step 2: Reflect on your final product and views on U.S. foreign policy \| (20 min) \| Purpose: Students engage in a whole-class discussion on the lessons they learned about the ramifications of U.S. foreign policy for different groups of people. Then, they apply their learning to their views and beliefs about U.S. foreign policy. You might say: Now that we have seen the work that we created as a class, we’re going to reflect on what we learned while we created video essays about how U.S foreign policy impacts different groups of people. [Slide 3] Invite students to participate in a community discussion. - Distribute the Video Essay Individual Reflection. - Direct students to Part 1 of the handout. Invite them to discuss the following questions: - What information did you learn today about people impacted by U.S. foreign policy? - What surprised you as you were watching the video essays today? What captured your attention? - Do you have any shoutouts you want to give to other teams about their video essays? - What is the most important thing about U.S. foreign policy for your audience to take away from your video essay? [Slide 4] Invite students to reflect on the unit. - Direct students to Part 2 of the Video Essay Individual Reflection handout. Invite them to discuss the following questions: - What are your views and beliefs about the issue of U.S. intervention in international conflicts? How did your views and beliefs change throughout the unit? - What would you like to tell younger people about the impacts of U.S. foreign policy on different groups of people? Teacher Tip: Timeline Extension Pack You will find a timeline extension pack at the end of this lesson. Read through this teacher-facing document for more guidance on creating a classroom timeline to support student chronological reasoning when learning history thematically. You will find a timeline extension pack at the end of each unit. \| Unless otherwise noted, Voices From War, Voices for Justice © 2024 by Educurious is licensed under CC BY-NC 4.0.	oercommons	2025-03-18T00:37:46.277892	Module	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/120739/overview", "title": "Voices From War Voice For Justice", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/122477/overview	Notation and canons Overview Notation and canons Notation and canons	oercommons	2025-03-18T00:37:46.302293	12/03/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122477/overview", "title": "Notation and canons", "author": "Rittika Ghosh" }
https://oercommons.org/courseware/lesson/58745/overview	Education Standards Media Bias Chart (adfontesmedia) Media Bias Chart (allsides) Media Bias Lesson 1 Worksheet Media Bias Lesson 1WorksheetModel Media Bias Lesson 2 Sample Media Bias Lesson 3&4 Worksheet Media Bias Lesson 3&4 Worksheet Identifying Media Bias in News Sources Overview Identifying Media Bias in News Sources through activites using relevant news sources to answer the following essential question: Why is this important and relevant today? Students are engaging with a growing number of news sources and must develop skills to interpret what they see and hear. Media tells stories with viewpoints and biases that shape our worldviews. Students must become critical consumers of media which is essential for being an informed citizen. LESSON ONE: Learning to Preview News Sources Objectives: Students will learn how to set a PURPOSE before consuming news sources (in this lesson it’s looking for media bias), so that they can determine whether the article is worth reading. Students will learn to engage PRIOR KNOWLEDGE (what do students already know about the news topic) Students will learn to SKIM for date (timeliness), source (credibility) and author’s intent (to inform, or persuade, or entertain) SCAN briefly for loaded words and photo first impressions that set a tone Critical consumers PREVIEW media to determine its "worthiness" (is it worth reading?) Teacher selects a media source to model the preview strategies using the worksheet. (See lesson #1 worksheet and model.) Teacher provides a second media source and allows students to work in pairs or small groups to support each other’s learning while completing the worksheet. For additional practice, the teacher provides 3 or 4 media source options, or allows students to choose their own. Students would also benefit from hearing the process of previewing from other students through share alouds, new group/pairs, etc. LESSON TWO: Learning to Actively Engage Objectives: Students will learn how to read with an active awareness that helps them discern fact from opinion evaluate authority references draw inferences from tone words that suggest bias Extension: make cross connections through lateral reading to gain rich/complex insight. Critical consumers ACTIVELY ENGAGE with media to determine its reliability. Highlight: source (yellow) Voice of authority, references, organizations, studies, etc. Who is being quoted Where does the information come from Highlight: fact (green) - Something that can be proven to be true Highlight: opinion words (red) A view or judgment about something, not necessarily based on fact (signal words: best/worst, should/must) Highlight: loaded words (purple) Words where shades of meaning exist (ie, bad v. excruciating) Identifying Media Bias in News Sources Objectives: Identify the authority of reference sources Evaluate bias in news media by analyzing tone words Discern facts from opinions Evaluate knowledge gained from media sources and what action to take Essential Questions: How do we separate fact from opinion? How does word choice implicitly communicate bias? How do we identify a writer's bias through their word choice? Why is it important to consume news from a variety of sources? Every media source has a story to tell; a driving purpose. The media that people consume largely shapes their world views. The US public is becoming more divided partially due to the consumption of increasingly biased news. As a critical consumer of media, it is important to be able to separate fact from opinion. In this unit, high school students will become critical consumers of news, by identifying media bias in order to become better informed citizens. LESSON THREE: Learning to Post/Read/React Objectives: Students will learn how to post read -- the final processing of information, to determine what to do with the information (remember it, forget it, use it, share it, etc.) Critical consumers EVALUATE knowledge gained from media sources and what action to take. Based on your evaluation of the article (lesson two), do you want to buy into this message? Connections: How does this information fit with what I already know? Does it confirm, build on, or conflict with what I think I know? Take action: What will I do with this information (remember it, forget it, use it, share it, etc.)? EXTENSION: teach the skill of lateral reading in order to assess the editorial process and reputation of the site that published the article. LESSON FOUR: Learning to Consume Media from a Variety of Sources Objectives: Students will learn the importance of consuming news from a variety of sources for a more complete understanding of the world around them. Critical consumers COMPARE/CONTRAST information from a variety of news sources. Students choose a news event (or teacher assigns students a news event). Students choose articles from a left leaning source and a right leaning source regarding the same event (or teacher assigns students articles that provide for compare and contrast). Media Bias Charts can be used if students aren't familiar with the sources (see resources). Follow the protocols discussed in the first three lessons: Preview, Actively Engage, Post Read for each article. Capture information on the chart (student worksheet). Compare the articles (model first, then group discussion, then individual processing) What is the narrative each media source is trying to tell? How are the facts/opinions presented in each source the same or different? Why is it important to consume news from a variety of sources? How can we work to form our own opinions, rather than assuming those of our media sources? Extension: Who Owns the Media? As students begin comparing news sources, the all important question of "whose message is this and why" will open the door to exploring media ownership. Here are questions that students can research and discuss: Who owns the news sources? (Students can choose individual news outlets to expolore ownership, such as ABC, NBC, BBC, etc.) How does state vs. private ownership affect what gets published? How has media ownership changed in the last 30, 20, 10 years? What are the "Big 5 Media Corporations"? Which news sources are under which corporations? What are the dangers of limited ownership?	oercommons	2025-03-18T00:37:46.397007	Journalism	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/58745/overview", "title": "Identifying Media Bias in News Sources", "author": "English Language Arts" }
https://oercommons.org/courseware/lesson/68994/overview	Education Standards Native American Mascot Debate Inquiry Design Model (IDM) Overview This inquiry takes students through analysis and evaluation of the Compelling Question “Should Washington State Ban the use of Native American mascots in their schools?” Students will be learning about the persuasive techniques of Political Cartoons, analyzing articles and images, reading interviews, and watching YouTube videos. The summative performance task is writing a letter to the Washington State Board of education stating their claim on whether or not they should or shouldn't allow schools to use Native American mascots. Native American Mascot Debate This inquiry takes students through an analysis and evaluation of the Compelling Question “Should Washington State Ban the use of Native American mascots in their schools?” Students will be learning about the persuasive techniques of Political Cartoons, analyzing articles and images, reading interviews, and watching YouTube videos. Students first look at a group of mascots that show different cultural groups represented as mascots. This should get them thinking about the Compelling Question. Next, students will look at political cartoons that will get them thinking about what the artist is trying to share and how political cartoons can persuade. After that, students will look at images of people dressed up in Halloween costumes that some may find offensive. Then they will read articles about using Native American mascots as costumes. Finally, students will analyze if some or all protests accomplish their goals. Ultimately this will give students enough sources to use in order to address Throughout the inquiry, students will engage in activities designed to promote and develop media literacy. For all documents, students are asked to consider perspective, discuss the images used, and the goals of the author: what is this source trying to get me to think and is this source trustworthy? Furthermore , the media students encounter is varied (political cartoons, articles, images, videos, and interviews) in order to allow conversations between students and instructor about the techniques, methods, messaging,andperspectivesused. This inquiry helps students to: SSS1: Uses critical reasoning skills to analyze and evaluate claims SSS1.6-8.1: Analyze positions and evidence supporting an issue or an event SSS1.6-8.2: Evaluate the logic of reasons for a position on an issue or event SSS2: Deliberates public issues C4. 6-8.3 Employ strategies for civic involvement that address a state or local issue This inquiry is expected to take two weeks – three weeks (10-15 periods) to complete: two 45-minute class periods to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions;andthenfive45-minute class periods for students to write and research their argumentative letter. The writing process may take more time if the instructor set up peer editing and feedback throughout the writing process. As a whole, the unit could be lengthened by adding in the extension of having students research an issue going on in the world and create a political cartoon that captures the message they are trying to send. Materials can be modified, shortened, or amended to accommodate English language learners (ELLs) as well as students with 504s, individualized education plans (IEPs), and other special education accommodations, and more.	oercommons	2025-03-18T00:37:46.422468	Social Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68994/overview", "title": "Native American Mascot Debate Inquiry Design Model (IDM)", "author": "Reading Informational Text" }
https://oercommons.org/courseware/lesson/68836/overview	https://www.oercommons.org/courseware/lesson/43617/overview FRANKENSTEIN BEFORE READING ACTIVITY Overview Fazer uma atividade antes da leitura (Frankenstein da escritora britânica Mary Shelley). Os estudantes, depois de assistir a um vídeo com três personagens da história, Capitão Robert Walton, Victor Frankenstein e Uma Criatura, passam a realizar uma atividade com questões sobre perguntas e respostas com personagens falsos. Desta forma, os conhecimentos prévios podem ser elencados e relacionados à vida da autora. Plano de aula: Before reading activity - FRANKENSTEIN BEFORE READING ACTIVITY ABOUT THE NOVEL FRANKENSTEIN Autora: Deyse Nara Sabel Vieira Data: 22 de junho de 2020 Tipo de Licença: Atribuição Creative Commons - CC - BY Objetivos do plano de aula: Fazer uma atividade antes da leitura (before Reading) da obra Frankenstein da escritora britânica Mary Shelley. Os estudantes, após assistirem ao vídeo (https://www.oercommons.org/courseware/lesson/43617/overview) com citações de três dos personagens da história, Captain Robert Walton, Victor Frankenstein e The creature, irão realizar a atividade com questões sobre a obra e relacionadas as falas dos personagens. Desta forma, conhecimentos prévios poderão ser elencados e relacionados à vida da autora.	oercommons	2025-03-18T00:37:46.444486	06/22/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/68836/overview", "title": "FRANKENSTEIN BEFORE READING ACTIVITY", "author": "Deyse Vieira" }
https://oercommons.org/courseware/lesson/90222/overview	The Story of Google: ESL Reading Lesson Plan Overview This is one of my favorite reading lessons because I can use it with business students, adults, and kids -- it’s a hit with all of them. Students will have the opportunity to read, speak and learn about the history of a search engine most of us use every day. You can access 150+ more free lessons like this with a free Off2Class account! Off2Class Primary objective: - to read a text about the early history of the U.S. company, Google Inc. - the lesson also includes several warm-up activities (prior to the reading text) and basic comprehension questions (after the reading text) If you want access to 150+ lesson plans and support, including teacher's notes, be sure to register for a free Off2Class account.	oercommons	2025-03-18T00:37:46.462198	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90222/overview", "title": "The Story of Google: ESL Reading Lesson Plan", "author": "Lesson" }
https://oercommons.org/courseware/lesson/122659/overview	Cannon and Notation Overview Informatation science , what is the Notation , what is octap device, what is sector device, what is an empty digit, what is emptying digit, Cannon and Notation 1. What is Notation? 2. What are the qualities of good notation? 3. What is Octape device? 4. What ia Sector device? 5. What is an Empty device? 6. What is Emptying digit? 7. What is Mnemonic? 8. What are different types of materials used library classification with suitable example.	oercommons	2025-03-18T00:37:46.479929	12/05/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122659/overview", "title": "Cannon and Notation", "author": "Mamataj Mondal" }
https://oercommons.org/courseware/lesson/122459/overview	Document (1) Notation and canons Overview Notation and canons Notation and canons Notation and canons	oercommons	2025-03-18T00:37:46.496797	12/03/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122459/overview", "title": "Notation and canons", "author": "Rittika Ghosh" }
https://oercommons.org/courseware/lesson/29077/overview	LLED Lesson Plan Assignment Overview This is body text pre-speaking Description for the Teacher - Do this - Do that Could be imported from Google docs This is student content This is body text Description for the Teacher Could be imported from Google docs This is student content	oercommons	2025-03-18T00:37:46.513548	09/26/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/29077/overview", "title": "LLED Lesson Plan Assignment", "author": "Elliot Billingsley" }
https://oercommons.org/courseware/lesson/106444/overview	OREGON MATH STANDARDS (2021): [3.NBT] 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: 3.NBT.A.1 Cluster: 3.NBT.A - Use place value understanding and properties of operations to perform multi-digit arithmetic. STANDARD: 3.NBT.A.1 Standards Statement (2021): Use place value understanding to round whole numbers within 1000 to the nearest 10 or 100. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 2.NBT.A.1 \| 4.NBT.A.3 \| 1.OA.B.3, 1.OA.B.4 \| 3.NBT.A.1 3.NBT.A Crosswalk \| Standards Guidance: Clarifications - Students should be given opportunities to build understanding by exploring the concept within 100 first and then progressing to applying the same mathematical thinking within 1000. Teaching Strategies - Students should locate numbers on a number line to determine the nearest multiple of 10 or 100. - Students should be able to use place value understanding to round whole numbers for an authentic purpose within contextual situations. Progressions - Students need to understand that when moving to the right across the places in a number (e.g., 456), the digits represent smaller units. When rounding to the nearest 10 or 100, the goal is to approximate the number by the closest number with no ones or no tens and ones (e.g., so 456 to the nearest ten is 460; and to the nearest hundred is 500). - Rounding to the unit represented by the leftmost place is typically the sort of estimate that is easiest for students and often is sufficient for practical purposes. - Rounding to the unit represented by a place in the middle of a number may be more difficult for studetns (the surrounding digits are sometimes distracting). Rounding two numbers before computing can take as long as just computing their sum or difference. Examples - On a road trip, there is a gas station at the 700-mile mark and the 800-mile mark. You have about 50 miles left in the tank when you hit the 765-mile mark, which gas station is the closest for you to go to? - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 3.NBT.A.2 Cluster: 3.NBT.A - Use place value understanding and properties of operations to perform multi-digit arithmetic. STANDARD: 3.NBT.A.2 Standards Statement (2021): Fluently add and subtract within 1000 using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 2.NBT.B.5, 2.NBT.B.7, 2.NBT.B.8, 2.NBT.B.9 \| 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6 \| 1.OA.B.3, 1.OA.B.4 \| 3.NBT.A.2 3.NBT.A Crosswalk \| Standards Guidance: Clarifications - Students should add and subtract multi-digit whole numbers within 1000 to solve contextual, mathematical problems using efficient and generalizable procedures, based on knowledge of place value and properties of operations. Teaching Strategies - Students will have opportunities to use strategies based on place value and properties of operations. - This standard uses the word fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies). - This standard does not require timed assessments. Ample opportunity to develop efficient, accurate, and flexible strategies is essential. - Students should be given opportunities to use variety of models and representations when extending their understanding of part-whole reasoning strategies. - Students should be given the choice of which strategy they can use. Progressions - At Grade 3, the major focus is multiplication, so students' work with addition and subtraction is limited to maintenance of fluency within 1000 for some students and building fluency to within 1000 for others...They focus on methods that generalize readily to larger numbers so that these methods can be extended to 1,000,000 in Grade 4 and fluency can be reached with such larger numbers. - Fluency within 1000 implies that students use written methods without concrete models or drawings, though concrete models or drawings can be used with explanations to overcome errors and to continue to build understanding as needed. (Please reference page 12 in the Progression document) Examples - Students will use estimation strategies to assess reasonableness of answers. - Use expanded form to decompose numbers and then find sums and differences - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 3.NBT.A.3 Cluster: 3.NBT.A - Use place value understanding and properties of operations to perform multi-digit arithmetic. STANDARD: 3.NBT.A.3 Standards Statement (2021): Find the product of one-digit whole numbers by multiples of 10 in the range 10-90, such as 9 x 80. Students use a range of strategies and algorithms based on place value and properties of operations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 2.NBT.A.1 \| 4.NBT.B.5 \| N/A \| 3.NBT.A.3 3.NBT.A Crosswalk \| Standards Guidance: Boundaries - Students should be given an opportunity to explore that when a number is 10 times larger than another number, this does not come from adding zero. - Students should understand that adding zero does not change the overall quantity. - Students should explore the patterns of multiplying by ten and notice how the magnitude of the number changes. Exploring the pattern, students should uncover as numbers are multiplied by a multiple of 10, the digit shifts left, making the value ten times more with each shift. Teaching Strategies - Students extend their work in multiplication by applying understanding of place value. The special role of 10 in the base-ten system is important in understanding multiplication of one-digit numbers with multiples of 10. - Using the properties of operations (commutative, associative, and distributive) and place value, students are able to explain their reasoning. - Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90. Examples - For example, the product 3 x 50 can be represented as 3 groups of 5 tens, which is 15 tens, which is 150. This reasoning relies on the associative property of multiplication: 3 x 50 = 3 x (5 x 10) = (3 x 5) x 10 = 15 x 10 = 150. It is an example of how to explain an instance of a calculation pattern for these products: calculate the product of the non-zero digits, then shift the product one place to the left to make the result ten times as large. - Illustrative Mathematics:	oercommons	2025-03-18T00:37:46.562419	07/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106444/overview", "title": "OREGON MATH STANDARDS (2021): [3.NBT]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/117095/overview	Lions, Dragons, and Nian: Animals of the Chinese New Year Overview This OER Chinese New Year was created by Xia Li and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for K-5 World Language Arts teachers for Novice Learners of Spanish/Chinese. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Lesson Plan addresses the following NDE World Language Standard(s): NE LA 12.1.6b, NE LA 12.1.6l, and NE LA 12.1.6o celebration Chinese new year Intriduction of Chinese New Year: history, story,traditional celebration. This OER Chinese New Year was created by Xia Li and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for K-5 World Language Arts teachers for Novice Learners of Spanish/Chinese. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Lesson Plan addresses the following NDE World Language Standard(s): NE LA 12.1.6b, NE LA 12.1.6l, and NE LA 12.1.6o It is expected that this Lesson Plan will take students 90 minutes to complete. Conditions of Use (CC License info) CC-BY-NC-SA Subjects (required) - Humanities Educational Level (required) K-5 etc. Material Types(required) Lesson Plan, Unit etc. Languages (required) - English Additional Descriptions Educational Standards (NE) - MUST HAVE 1, choose all that apply indicator level Media Formats - Videos, Photograph - Choose what fits Educational Use - Classroom , Professional Development etc. Primary User - Students, teachers etc. Accessibility Key Words - Be sure to include the Nebraska Collection tag for your area as well as anything else that applies NE World Languages - MUST HAVE THIS ONE Acknowledgement of use permissions (check box) question What are the characteristics of the Chinese dragon? Why is the dragon connected with the Chinese New Year? What is the dragon dance? Why are firecrackers ignited during the New Year parade? What do Chinese lions look like and why are they considered protective guardians? Why do lions dance in the New Year parade?	oercommons	2025-03-18T00:37:46.582949	lisa li	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117095/overview", "title": "Lions, Dragons, and Nian: Animals of the Chinese New Year", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/63326/overview	6 Traditional Marketing Strategies That Can Help Your SEO Overview Traditional marketing strategies can also help you with your own small business SEO efforts. Below are the top 6 traditional marketing strategies that can also help your SEO strategy. Does traditional marketing matter today? Modern businesses seem to be so preoccupied with direct digital marketing strategies like social media advertising, pay-per-click, and website creation but often overlook the impact that traditional marketing channels can also have on conversion and organic search engine optimization. Most businesses today tend to stay away from traditional marketing strategies because digital marketing appears cheaper. However, that does not mean conventional marketing strategies are not effective anymore. In fact, traditional marketing strategies can also help you with your own small business SEO efforts. Below are the top 6 traditional marketing strategies that can also help your SEO strategy: Holding an Exhibition Your presence in the public square can create a good deal of buzz online. From the on and off-site promotion to the brand mentions by those that attend the event. With more and more people commenting on their daily lives, sharing their experiences online - as well as their location - holding public events, exhibitions and show, with your own branded exhibition display stands, products and services, can be a great way to create brand mention opportunities that wind up online and which Google will notice. Trade fairs and exhibition events are incredibly popular today. These are the types of events where one or more companies will display their newest product innovations to prospective consumers and investors. This type of setting also allows representatives of the company to meet with prospective stakeholders in-person and answer any questions they might have. Post Cards and Flyers Print flyers never go out of style. As long as people are still driving cars and going to physical storefronts, you can always attract their attention with print flyers. A flyer that calls people to action - such as going to your website - not only increases traffic (a potential ranking signal) but also causes more people to type in your brand or URL directly - a very good signal to Google of your popularity and almost certainly a ranking factor. Vehicle signage can help your SEO in a similar way. Have you ever seen a vehicle with a lot of colourful graphics and signage on its exterior? If so, then you saw a vinyl wrapped vehicle with printed graphics and images. Vinyl wraps allow you to comfortably cover your car, truck, or motorcycle with a visually stunning advertisement. You can cover a portion of your vehicle or the entire thing without even interfering with the paint job. Whenever you drive your vehicle, you’ll be advertising your business, encouraging them to take action that leads them to your website or social media platform. Again, traffic and directly entered branded searches or URL’s are a great way to send Google the kinds fo signals that are likely to be taken as authoritative. Direct Mail Advertising Direct mail advertising is the classic physical version of email marketing and can be just as effective as email marketing. A new business needs to think beyond clicks. Anything that generates more traffic and more branded signals to your site is going to help lift your keywords in Google (all other things considered). It’s also going to have a potentially positive impact on your conversion rate. Rather than sending lots of emails to different people which often get deleted before they are read, trying sending lots of printed letters, postcards, catalogues, and flyers through direct mail (also known as snail mail). If you make your direct mail advertisement attractive and eye-catching, then your recipients are more likely going to pay attention to it and not throw it away immediately. Consider adding QR codes are other similar gimmicks to your snail mail campaign so that people can get to your website even easier. Billboards Billboard advertisements are found alongside highways, interstates, and all high-traffic roads. They are giant displays that people can see clearly when they pass by them in their cars. If you have your billboard advertisement posted, you will likely get thousands of people to see it each day. There is a reason why big business still rely on billboards. Many prospective customers will search your site after seeing it mentioned in other forms of offline media. This leads to highly relevant and powerful search behaviour which Google rewards. Newspaper and Magazine Print Ads There are still some who read printed newspapers and magazines. These are mostly people from older generations who are more accustomed to reading from written material. If your products or services are something that older people would want, then you can target them by purchasing print ads in a newspaper or magazine. Those with any familiarity with the internet are apt to take opportunities and interests from print media and search online for the corresponding product or service. Again, this kind of traffic is favoured by Google and is treated as a valuable rank signal within its algorithm. Telemarketing Telemarketing may be the most uncomfortable traditional marketing strategy to implement, but you can always hire someone else to call people for you. To make telemarketing more successful for your business, you need to obtain a high-quality list of leads. Make sure the leads are interested in the type of products or services that you are selling. Most people will ask for a website as a validator. This enables you to direct targeted traffic straight to your site, increasing traffic, time on site and page views, all of which can improve your site ranking. What’s more, your telemarketing strategy can be hyper-specific with a view to targeting certain pages. Telemarketing is also a fairly cheap marketing strategy. You can engage thousands of people in targeted calls and even get them to use Google as the means of finding your site. Searches that use branded keywords in order to find products and services through Google send a strong message to Google about that brand’s reputation and service or product offerings and are a key component in any good SEO strategy.	oercommons	2025-03-18T00:37:46.600887	02/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63326/overview", "title": "6 Traditional Marketing Strategies That Can Help Your SEO", "author": "Ana-Maria Sanders" }
https://oercommons.org/courseware/lesson/115432/overview	The African Diaspora and Economic Development Lesson Overview After a discussion about the African diaspora, students will break into small group and read contemporary secondary sources about global migration, the African diaspora and economic development in Africa, and the Chinese government's response to the African diaspora during the coronavirus pandemic. Students will then share their findings with the class via a shared Google presentation. The learning objectives of this lesson are for students to explain contemporary geographic effects of migration, analyze relationships among and between places to reveal important spatial patterns, explain how government initiatives may affect economic development, and explain the causes and geographic consequences of recent economic changes, such as growing interdependence in the world economy. Attachments The attachment for this resource is a lesson plan for a lesson that aligns the African diaspora and economic development with the AP Human Geography curriculum. About This Resource The sample assignment 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 Francis Coffey, a high school educator in Virginia.	oercommons	2025-03-18T00:37:46.619857	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115432/overview", "title": "The African Diaspora and Economic Development Lesson", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/73048/overview	Openstax Elementary Algebra 2e Text: Solving Equations Solving Equations Systems of Equations Module Algebra 1 NOYCE Module Overview The two modules contain lessons on Solving Systems of Equations and Solving Equations. Each module contains days of instruction as well as homework problems. The first module contains a Geogebra assessment and the second includes a Jeopardy game. Systems of Equations Overview: Integrated Algebra and Tech Lessons Education Level: Highschool, 9th grade This module follows the Openstax Elementary Algebra 2nd Edition textbook. The following module consists of 3 lessons of content, a Geogebra introductory webquest and a small systems of equations project assessment. The lessons are written as followed: - Graphing Systems of equations and substitution - Solving systems by elimination and matrices - Systems applications - Geogebra webquest - Systems project/assessment The first lesson consists of learning the different solutions of systems of equations using graphing, as well as how to use the substitution method. The second lesson consists of how to solve by elimination and how to insert them into matrices. The third lesson consists of applications including a chemistry example. The 4th day consists of a geogebra quest, where students will go through a worksheet on how to use geogebra. The 5th day consists of working on the project where students are to build their own application problem, graph it in geogebra, solve by either elimination or substitution, and interpret their solutions. The lessons are planned for 50-minute instruction. The first three lessons consists of an opener, that allows students to use their background knowledge that will help them with the lecture. The lecture that provides instruction on how to go about the following lesson. A closure that includes problems following the lecture. These problems can be done in a group or alone. Lastly, practice problems that can be done as homework. The lessons follow in one PowerPoint. Be sure to look at the notes written in the PowerPoint. The practice problem work sheets follow on this PDF as well as their answer keys. This module may be used and rearranged to fit your school’s curriculum. Solving Equations This module follows the Openstax Elementary Algebra 2nd Edition textbook. The following module consists of 4 lessons and a jeopardy review game. The lessons are written as followed: - Equations with variables and constants on both sides - Using a general strategy to solve linear equations - Solving Formulas for a specific variable - Physics applications The first three lessons consist of building and manipulating equations. This then allows students to rearrange their formulas to find fast solutions to problems. These lessons build up to applications that allow students to receive a preview of physics formulas and applications. The lesson is planned for 50-minute instruction. Each lesson consists of an opener, that allows students to use their background knowledge that will help them with the lecture. The lecture that provides instruction on how to go about the following lesson. A closure that includes problems following the lecture. These problems can be done in a group or alone. Lastly, practice problems that can be done as homework. The lessons follow in one PowerPoint. Be sure to look at the notes written in the PowerPoint. The practice problem work sheets follow on this PDF as well as their answer keys. This module may be used and rearranged to fit your school’s curriculum.	oercommons	2025-03-18T00:37:46.649388	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73048/overview", "title": "Algebra 1 NOYCE Module", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/106624/overview	OREGON MATH STANDARDS (2021): [HS.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: HS.DR.A.1 Cluster: HS.DR.A - Formulate Statistical Investigative Questions STANDARD: HS.DR.A.1 Standards Statement (2021): Formulate multivariable statistical investigative questions and determine how data from samples can be collected and analyzed to provide an answer. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.A.1, 7.DR.A.1, 8.DR.A.1 \| N/A \| N/A \| HSS.IC.A.1 HS.DR.A Crosswalk \| Standards Guidance: Clarifications - Focus on supporting students to understand and ask questions about how data could be collected. - As students engage in multivariable thinking, the types of statistical investigative questions should expand to include questions concerning association and prediction. - Students pose statistical investigative questions for a particular sample to determine any association of the variables of interest for that sample. Terminology - A statistical investigative question is one that requires data that will vary. - Statistical questions are set in a context where one wants to know something; are based in variability or uncertainty; are data based; and are approximations/estimates from data analysis. - Deterministic questions are based upon exact calculations or theoretical deductions elicited from prior certain knowledge. - A sample is a subset of a population. - Samples are taken when examining the entire population is not possible or feasible. Teaching Strategies - This is an opportunity for students to create a survey, collect data, and use graphical displays, sample statistics or two way tables to help estimate population parameters which are unknown values. - It is important to understand samples used on social media or in the news. Progressions - CCSS - (HSS.IC.A.1) Understand the process of statistical reasoning, formulate questions, collect, analyze, and interpret data to answer statistical investigative questions. - GAISE II - (1.C.1) Formulate multivariable statistical investigative questions and determine how data can be collected and analyzed to provide an answer Examples - Students can distinguish between situations where a small group (e.g., a classroom) is the entire population (census) and when it is a sample from a larger population (e.g., the classroom is used to answer a question about an entire grade level in a school). - “Given a list of the arm spans of 9th grade students, what can be predicted about the heights of those students?” - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.A.2 Cluster: HS.DR.A - Formulate Statistical Investigative Questions STANDARD: HS.DR.A.2 Standards Statement (2021): Formulate summative, comparative, and associative statistical investigative questions for surveys, observational studies, and experiments using primary or secondary data. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.A.1, 7.DR.A.1, 8.DR.A.1 \| N/A \| N/A \| HSS.IC.B.3 HS.DR.A Crosswalk \| Standards Guidance: Clarifications - Students will draft statistical questions for which appropriate data can be collected and analyzed to answer the statistical investigative question. - Students will use appropriate sampling techniques, critique a poorly constructed survey, and make suggestions for good questions. - Students should understand the advantages and disadvantages of each data collection method for specific statistical questions. - For experimental studies, students are able to identify, discuss, and explain the aspects of best statistical practice for designing an experimental study, including: (1) the clear identification of the statistical question to be investigated; (2) the variables under investigation; and the random selection of experimental units and/or (3) random assignment of treatments for experimental studies. Terminology - Types of statistical investigative questions include: - Summative questions can be answered using quantitative measures of center and variability for numerical data sets (6.DR.B.2). - Comparative questions can be answered using numerical data from random samples to compare between two populations (7.DR.D.4). - Associative questions can be answered using bivariate quantitative data to investigate patterns of association between two quantities (8.DR.D.4). - Types of data collections could include: - Surveys involve the collection of data from a pre-defined group to gain insight and information about the statistical investigative question. - Observational studies measure a sample as it is without attempting to influence the results. - Experiments involve the use of a treatment to explore the effects of the treatment on a sample. - Types of data include: - Primary data is collected through first-hand sources such as surveys, experiments, and other studies. - Secondary data is obtained from previously conducted studies or research. Progressions - GAISE II - (1.C.2) Pose summary, comparative, and association statistical investigative questions for surveys, observational studies, and experiments using primary or secondary data Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.A.3 Cluster: HS.DR.A - Formulate Statistical Investigative Questions STANDARD: HS.DR.A.3 Standards Statement (2021): Formulate inferential statistical investigative questions regarding causality and prediction from correlation. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.A.1, 7.DR.A.1, 8.DR.A.1 \| N/A \| N/A \| HSS.ID.C.9 HS.DR.A Crosswalk \| Standards Guidance: Clarifications - Students pose statistical investigative questions for a particular sample to determine any association of the variables of interest for that sample. - Students should be able to understand the magnitude of a correlation coefficient represents the strength of association; understand and able to calculate a residual; understand that any straight line other than the best fit line (by least squares) will have a larger sum of squared residuals than the best fit line. Boundaries - Understand and explain the difference between correlation and causation. It is important for students to discover and understand that strong correlation does not indicate causation. Progressions - CCSS - (HSS.ID.C.9) Distinguish between correlation and causation. - GAISE II - (1.C.3) Pose inferential statistical investigative questions regarding causality and prediction. Examples - Determine if statements of causation seem reasonable or unreasonable and justify reasoning. - Correlation coefficients of r =‐.65 and r = .65 indicate the same strength. - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.A.4 Cluster: HS.DR.A - Formulate Statistical Investigative Questions STANDARD: HS.DR.A.4 Standards Statement (2021): Use mathematical and statistical reasoning to formulate questions about data to evaluate conclusions and assess risks. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.A.1, 7.DR.A.1, 8.DR.A.1 \| N/A \| N/A \| HSS.IC.B.6 HS.DR.A Crosswalk \| Standards Guidance: Clarifications - Focus of standard is supporting students to evaluate data presented in reports to evaluate conclusions and/or assess risks. - Understand different ways in which number appear in everyday discussions of government, business, scientific results, and personal activities. - Apply mathematical and statistical knowledge to inform and make decisions students face or many need to evaluate in society. Teaching Strategies - Generate reasonable estimates and use scale to place quantities in context. - Interpret visual representations of data to assess conclusions and risks - Locate data to assess validly of claims and conclusions. Progressions - CCSS – (HSS.IC.B.6) Evaluate reports based on data. - NCTM Essential Skills - Mathematical and statistical reasoning about data can be used to evaluate conclusions and assess risks. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.B.5 Cluster: HS.DR.B - Collect and Consider Data STANDARD: HS.DR.B.5 Standards Statement (2021): Articulate what constitutes good practice in designing a sample survey, an experiment, and an observational study. Understand issues of bias and confounding variables in a study and their implications for interpretation. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.B.2, 7.DR.B.2, 8.DR.B.2 \| N/A \| N/A \| n/a HS.DR.B Crosswalk \| Standards Guidance: Clarifications - Students are able to identify, discuss, and explain the aspects of best statistical practice for designing an experimental study, including: - the clear identification of the statistical question to be investigated; - the variables under investigation; and - the random selection of experimental units and/or the random assignment of treatments to the experimental units. - Students should be able to describe the ethical consequences of their experiments and analyses. - Practices for handling data that enhance reproducibility and ensure ethical use include providing descriptions of alterations to collected data, proper treatment of sensitive information, maintaining the confidentiality of data and experimental units, and using Institutional Review Boards to review study designs. Teaching Strategies - Students should be able to design and conduct comparative experiments using random assignment and demonstrate correct methods for planning data collection for comparison of treatments. - Students should be able to randomly assign treatments to experimental units. - Students provide or select appropriate interpretations of graphical displays and numerical summaries to compare two or more groups in the context of a study. Progressions - GAISE II - (2.C.3) Understand what constitutes good practice in designing a sample survey, an experiment, and an observational study - NCTM Essential Skills – - The role of randomization is different in randomly selecting samples and in randomly assigning subjects to experimental treatment groups. - The larger the sample size, the less the expected variability in the sampling distribution of a sample statistic. 2021 Oregon Math Guidance: HS.DR.B.6 Cluster: HS.DR.B - Collect and Consider Data STANDARD: HS.DR.B.6 Standards Statement (2021): Distinguish and choose between surveys, observational studies, and experiments to design an appropriate data collection that answers an investigative question of interest. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.B.2, 7.DR.B.2, 8.DR.B.2 \| N/A \| N/A \| HSS.IC.B.4 HS.DR.B Crosswalk \| Standards Guidance: Clarifications - Students should understand the advantages and disadvantages of each data collection method for specific statistical questions. - Students should be able to design and conduct comparative experiments using random assignment, or non-experimental designs when random assignment is not possible, and demonstrate correct methods for planning data collection for comparison of treatments. Terminology - Surveys involve the collection of data from a pre-defined group to gain insight and information about the statistical investigative question. - Observational studies measure a sample as it is without attempting to influence the results. - Experiments involve the use of a treatment to explore the effects of the treatment on a sample. - For experimental designs, students should be able to randomly assign treatments to experimental units. - Nonexperimental research is research that lacks the manipulation of an independent variable, random assignment of participants to conditions or orders of conditions, or both. - Examples of non-experimental research could include case studies, focus groups, interviews, correlational or quasi-experimental research, or qualitative studies. Boundaries - Limit to population proportion, graphical representations, and visual overlap. Progressions - CCSS - (HSS.IC.B.4) Use data from a randomized experiment to compare two treatments to decide if differences between parameters are significant based on the statistics. - GAISE II - (2.C.2) Distinguish between surveys, observational studies, and experiments. - NCTM Essential Skills - Study designs are of three main types: sample survey, experiment, and observational study. Examples 2021 Oregon Math Guidance: HS.DR.B.7 Cluster: HS.DR.B - Collect and Consider Data STANDARD: HS.DR.B.7 Standards Statement (2021): Apply an appropriate data collection plan when collecting primary data or selecting secondary data for the statistical investigative question of interest. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.B.2, 7.DR.B.2, 8.DR.B.2 \| N/A \| N/A \| HSS.ID.B.5 HS.DR.B Crosswalk \| Standards Guidance: Clarifications - Students will use appropriate sampling techniques, critique a poorly constructed survey, and make suggestions for good questions. - Students should identify types of displays that are appropriate for categorical data versus quantitative (numerical) data. - Students should have opportunities to analyze meaningful, real-life data and recognize possible associations and trends in the data. - Students should understand and apply concepts of sample space to describe categorical data. Terminology - Primary data is collected through first-hand sources such as surveys, experiments, and other studies. - Secondary data is obtained from previously conducted studies or research. Boundaries - Students should consider features such as whether the population is well-defined, whether the sampling procedure is random or non-random, and whether the objectivity or bias of questions will result in valid/invalid answers. Teaching Strategies - Students may use spreadsheets, graphing calculators, and statistical software to create frequency tables and determine associations or trends in the data. - Recognize the association between two variables by comparing conditional and marginal percentages. - Describe patterns observed in the data Progressions - GAISE II - (2.C.1) Apply an appropriate data collection plan when collecting primary data or selecting secondary data for the statistical investigative question of interest. - NCTM Essential Skills - The scope and validity of statistical inferences are dependent on the role of randomization in the study design. Examples - Read, interpret and write clear summaries of data displayed in a two-way frequency table. - Calculate joint, marginal, and conditional relative frequencies. - Make appropriate displays of joint, marginal, and conditional distributions. - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.C.8 Cluster: HS.DR.C - Analyze Data STANDARD: HS.DR.C.8 Standards Statement (2021): Identify appropriate ways to summarize and then represent the distribution of univariate and bivariate data multiple ways with graphs and/or tables. Use technology to present data that supports interpretation of tabular and graphical representations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.C.3, 7.DR.C.3, 8.DR.C.3 \| N/A \| N/A \| HSS.ID.A.1 HSS.ID.B.6 HS.DR.C Crosswalk \| Standards Guidance: Clarifications - Students should identify types of displays that are appropriate for categorical data versus quantitative (numerical) data. - Students should be able to construct scatterplots, and describe positive, negative or no relationship. - Strength of association is demonstrated by degree of spread about the line of best fit in a scatterplot. - Numerical data can be displayed visually with graphs, such as using dot plots, histograms, and box plots, to discover patterns and deviations from patterns. - Students should use spreadsheets, graphing calculators, or statistical software to analyze data. Terminology - Univariate data involves describing a single variable, such as student ages or student heights. - Bivariate data involves relationships between two variables, such as comparing the age of a student and their height. Teaching Strategies - This is an extension of middle school expectations where students display data on dot and box plots. - Opportunity for students to collect and graph their own data and use modeling to fit a function to the data; use a function fitted to data to solve problems in the context of the data. (Emphasize linear models.) - Students should be able to fluently utilize dot plots, histograms, and box plots to represent data. Progressions - GAISE II – (3.C.2) Identify appropriate ways to summarize quantitative or categorical data using tables, graphical displays, and numerical summary statistics, which includes using standard deviation as a measure of variability and a modified boxplot for identifying outliers. Examples - Analyze the strengths and weakness inherent in different types of visual data representations. - Describe and give simple conclusions and interpretations of a graphical representation of data. - Fit a linear function for a scatter plot that suggests a linear association. - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.C.9 Cluster: HS.DR.C - Analyze Data STANDARD: HS.DR.C.9 Standards Statement (2021): Use statistics appropriate to the shape of the data distribution to compare the center and spread of two or more different data sets. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.C.3, 7.DR.C.3, 8.DR.C.3 \| N/A \| N/A \| HSS.ID.A.2 HSS.ID.A.4 HS.DR.C Crosswalk \| Standards Guidance: Clarifications - Students should have the opportunity to gain an understanding of this concept through the use of technology tools. - Students should use the meaning of mean absolute deviation (MAD) learning in sixth grade to interpret the meaning of standard deviation. - Students were first introduced to the concept of MAD as a tool for comparing variability of multiple data sets in sixth grade mathematics. - Students should be able to construct scatterplots, and describe positive, negative or no relationship. - Data may be displayed using histograms, dot plots, or smooth normal curves. Boundaries - Quantitative data can be described in terms of key characteristics: measures of shape, center, and spread. - Measures of center include the mean, median, and mode. - Measures of spread include the range, interquartile range, and standard deviation. - The shape of a data distribution might be described as symmetric, skewed, uniform, or bell shaped, and it might be summarized by a statistic measuring center (such as mean or median) and a statistic measuring spread (such as standard deviation or interquartile range). Progressions - GAISE II – - (3.C.6) Describe associations between two categorical variables using measures such as difference in proportions and relative risk - (3.C.7) Describe the relationship between two quantitative variables by interpreting Pearson’s correlation coefficient and a least-squares regression line - NCTM Essential Skills - Distributions of quantitative data (continuous or discrete) in one variable should be described in the context of the data with respect to what is typical (the shape, with appropriate measures of center and variability, including standard deviation) and what is not (outliers), and these characteristics can be used to compare two or more subgroups with respect to a variable. Examples 2021 Oregon Math Guidance: HS.DR.C.10 Cluster: HS.DR.C - Analyze Data STANDARD: HS.DR.C.10 Standards Statement (2021): Use data to compare two groups, describe sample variability, and decide if differences between parameters are significant based on the statistics. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.C.3, 7.DR.C.3, 8.DR.C.3 \| N/A \| N/A \| HSS.ID.A.3 HSS.IC.B.5 HS.DR.C Crosswalk \| Standards Guidance: Clarifications - Students should be able to describe how population estimates may be overstated or understated due to the presence of outliers. - Students should be able to describe how missing or erroneous values can lead to biased or inaccurate estimations. - Strength of association is demonstrated by degree of spread about the line of best fit in a scatterplot. - Students should be able to recognize how sampling variability is influenced by sample size. Teaching Strategies - Use data from multiple sources to interpret differences in shape, center and spread - Discuss the effect of outliers on measures of center and spread. - Use the 1.5 IQR rule to determine the outliers and analyze their effects on the data set. Progressions - CCSS – (HSS.ID.A.3) Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). - GAISE II – (3.C.4) Understand how sampling distributions (developed through simulation) are used to describe the sample-to-sample variability of sample statistics - NCTM Essential Skills - Analyzing the association between two quantitative variables should involve statistical procedures, such as examining (with technology) the sum of squared deviations in fitting a linear model, analyzing residuals for patterns, generating a least-squares regression line and finding a correlation coefficient, and differentiating between correlation and causation. Examples - Students should use spreadsheets, graphing utilities and statistical software to identify outliers and analyze data sets with and without outliers as appropriate. - Using the 1.5 IQR rule on data set {5,7,8,10,11,12,30}, 30 is determined to be an outlier since it is greater than 19.5, which is the 1.5*IQR +12 (the 3Q). 2021 Oregon Math Guidance: HS.DR.D.11 Cluster: HS.DR.D - Interpret data and answer investigative questions STANDARD: HS.DR.D.11 Standards Statement (2021): Use statistical evidence from analyses to answer statistical investigative questions, and communicate the findings in a variety of formats (verbal, written, visual) to support informed data-based decisions. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.D.4, 7.DR.D.4, 8.DR.D.4 \| N/A \| 8.AFN.B.4, HS.AFN.A.3 \| HSS.ID.C.7 HS.DR.D Crosswalk \| Standards Guidance: Clarification - Identify when data can be generalized to a target population. - Samples must be randomly selected from the appropriate population to allow for generalizations that extend beyond the sample from which the data were collected. - Sampling procedures that are not random do not allow for generalizations to the sampled population because they may be biased. - Evidence could be interpreted from data displays such as histograms, dot plots, or smooth normal curves. Teaching Strategies - Students should be able to recognize that sample statistics vary with repeated sampling. - Students should be able to interpret the sampling variability in a summary statistic. - Students should be able to interpret the sampling variability from simulation studies of statistics. - Students should be able to recognize how sampling variability is influenced by sample size. - Recognize that there are data sets for which the empirical rule is not appropriate. Progressions - GAISE II – (4.C.1) Use statistical evidence from analyses to answer the statistical investigative questions and communicate results through more formal reports and presentations Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.D.12 Cluster: HS.DR.D - Interpret data and answer investigative questions STANDARD: HS.DR.D.12 Standards Statement (2021): Articulate what it means for an outcome or an estimate of a population characteristic to be plausible or not plausible compared to chance variation. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.D.4, 7.DR.D.4, 8.DR.D.4 \| N/A \| N/A \| HSS.ID.C.8 HS.DR.D Crosswalk \| Standards Guidance: Clarifications - Students should be able to decide whether an observed difference is something that would be likely to be observed by chance and whether this difference has any practical meaning. - Students recognize that significance is demonstrated by a result that is unlikely to occur by chance - Students recognize that statistical, but not practical, significance is influenced by sample size. Teaching Strategies - Students should use spreadsheets, graphing calculators and statistical software to represent data, describe how the variables are related, fit functions to data, perform regressions, and calculate residuals and correlation coefficients. - Students should be given the opportunity to utilize interactive graphing technologies to interpret the correlation coefficient, r. - Students should be able to use the correlation coefficient, r, to make predictions and describe the reasonableness of the prediction in the context of a practical, real-life situation. - Explain that the correlation coefficient must be between −1 and 1 inclusive and explain what each of these values means. - Determine whether the correlation coefficient shows a weak positive, strong positive, weak negative, strong negative, or no linear correlation. Interpret what the correlation coefficient is telling about the data. Progressions - GAISE II – (4.C.3) Understand what it means for an outcome or an estimate of a population characteristic to be plausible or not plausible compared to chance variation - NCTM Essential Skills - Data-analysis techniques can be used to develop models of contextual situations and to generate and evaluate possible solutions to real problems involving those contexts. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.D.13 Cluster: HS.DR.D - Interpret data and answer investigative questions STANDARD: HS.DR.D.13 Standards Statement (2021): Use multivariate thinking to articulate how variables impact one another, and measure the strength of association using correlation coefficients for regression curves. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.DR.D.4, 7.DR.D.4, 8.DR.D.4 \| N/A \| N/A \| HSS.ID.C.9 HS.DR.D Crosswalk \| Standards Guidance: Clarifications - As students engage in multivariable thinking, the types of statistical investigative questions should expand to include questions concerning association and prediction. - Students should be able to identify contexts where a change in one attribute may be related to a change in another attribute. - Students should be able to describe how population estimates may be overstated or understated due to the presence of outliers. - Students should be able to describe how missing or erroneous values can lead to biased or inaccurate estimations. Boundaries - Students should be able to provide a reasonable estimate of the Pearson's correlation coefficient (r) for a scatterplot; identify linear and non‐linear relationships in scatterplots; correctly interpret the strength of a linear relationship based on r. - Students should be able to understand the magnitude of a correlation coefficient represents the strength of association; understand and able to calculate a residual; understand that any straight line other than the best fit line (by least squares) will have a larger sum of squared residuals than the best fit line. Teaching Strategies - Opportunity to connect the concept of distinguishing between correlation and causation as students interpret data. - Understand and explain the difference between correlation and causation. It is important for students to discover and understand that strong correlation does not indicate causation. Progressions - GAISE II – (4.C.6) Use multivariate thinking to understand how variables impact one another. - NCTM Essential Skills - Making and defending informed data-based decisions is a characteristic of a quantitatively literate person. Examples - Determine if statements of causation seem reasonable or unreasonable and justify reasoning. - Correlation coefficients of r =‐.65 and r = .65 indicate the same strength. - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.E.14 Cluster: HS.DR.E - Understand independence and conditional probability and use them to interpret data STANDARD: HS.DR.E.14 Standards Statement (2021): Describe the possible outcomes for a situation as subsets of a sample space. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.RP.B.4, 7.RP.B.5, 7.RP.B.6, 7.RP.B.7 \| N/A \| N/A \| HSS.CP.A.1 HS.DR.E Crosswalk \| Standards Guidance: Progressions - This provides an opportunity for students to engage with finding the outcomes of situations which include words such as and, or, not, if, and all, and to grammatical constructions that reflect logical connections. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.DR.E.15 Cluster: HS.DR.E - Understand independence and conditional probability and use them to interpret data STANDARD: HS.DR.E.15 Standards Statement (2021): Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.RP.B.6, 7.RP.B.7 \| N/A \| N/A \| HSS.CP.A.5 HS.DR.E Crosswalk \| Standards Guidance: Examples - Compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer. - Illustrative Mathematics:	oercommons	2025-03-18T00:37:46.866432	07/11/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106624/overview", "title": "OREGON MATH STANDARDS (2021): [HS.DR]", "author": "Mark Freed" }

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